Continuing the Conversation
Minilessons for Operations with Fractions
Have you been doing minilessons? A. Everyday as a part of math workshop B. Once or twice a week C. A few times D. Not yet
A warm–up mental math string 100 / / / 8 50 / / / / 48 What strategy does this string support? How might this string support the development of ideas about fractions?
Landscape of Learning
A portion of the fraction landscape
Let’s go to a classroom… Clip 234
Another string… 170 / / / / / / / 13 What’s the focus of this string? A) distributive property for multiplication B) partial quotients C) simplifying D) A and B
Any connection to fractions? 357 / 17 = 340/ /17 7/8 = 2/8 + 4/8 + 1/8
Fractions: addition and subtraction Represent ¼ + 1/5 on a double number line
Back to the classroom… Folder One, pg. 2 Clips 731, 733, 738
Fractions: addition and subtraction Represent ¾ - 1/3 on a double number line
Fractions: addition and subtraction Folder One, pg. 3 Clip 825
Time for further questions on addition and subtraction of fractions…
A warm–up mental math string ¼ x 1/3 2/4 x 1/3 ¼ x 2/3 ¾ x 2/3 2/4 x 3/3 3/5 x 5/17 What relationships do you see? What strategy does this string support? How might this string support the development of ideas about fractions?
A portion of the fraction landscape
Let’s go to a classroom… Clips 906, 918 Folder Two, page one
Models
Let’s go back to a classroom… Folder Two, page 2 Clips: 1000, 1001, 1025, 1027, 1028
Alyssa's string 4/10 divided by 1/3 4/5 divided by 2/3 8/5 divided by 2/3 8/10 divided by 2/3 What strategy does this string support? What big ideas underlie this strategy? How might this string be represented on a ratio table?
Fractions: ratio table Cans of paint 4/104/512/108/10 Portion of the room 1/32/31 With equations: 4/10 divided by 1/3 = 12/10 divided by 1
Folder 2, page 3 Clip % of x % of x % of 240 1/8 of x % of x 240
Harris, P.W. (2011). Building Powerful Numeracy for Middle and High School Students. Portsmouth, NH: Heinemann. Distributed in Canada by Pearson
Have fun with minilessons….