3 rd Grade Sep 2015

Grant Purpose and Background Partnerships Purpose of this Training Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM integrated activity or challenge. Introductions and Training Purpose

Please take the time to visit the site later Contact us if you have any questions or need help. MSP Wikispace – Your Source for All Resources

(instructional chart and book) Use the Instructional alignment from your homework to discuss the implications across the grade level. Choose one to share out. Vertical Alignment

Targeted Standards Math 3.G.2 – Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into four parts with equal area, and describe the area of each part as ¼ of the area of the shape 3.NF.A.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.A.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.A.2b – Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. Science SPI Describe a substance in terms of its physical properties. SPI Identify methods for separating different types of mixtures.

Scaffolding Introduce challenge early in instruction Discuss skills/topics that have already been taught or need to be taught Provide connections and integration Share the materials and resources if the entire STEM team is not here Remember all resources will also be available on the Wiki

Challenge: A tornado hit our town of Clarksville. The Clarksville’s Water Company facilities have faced serious damages as the result of the tornado. Your section of the town will be without water service for 3 days. Your family needs water for basic activities until the water service is repaired. Your brother suggested to get water from the nearby creek as an alternative for doing dishes, flushing toilets, etc. He went to the nearby creek and collected a sample. He was fairly discouraged by the cloudiness in the water. In science class, you learned about mixtures and how to separate its components. As a team, develop a process to filter the creek’s water and make it as clear (transparent) as possible to be used by your family.

Clear Target : I can explain any unit fraction as one part of a whole divided into equal parts. Fractions- Develop conceptual understanding first!

Partitioning Clear Target: I can explain any unit fraction as one part of a whole divided into equal parts (e.g. One whole, two parts, three parts, six parts). Model how to divide container of sand into two equal parts.

Partitioning How is the bottom whole partitioned?

Partitioning How is the bottom whole partitioned?

Move from Concrete to Pictorial Take all your dividers and make the middle the whole and partition the top section into 6 equal parts.

Move from Concrete to Pictorial Make sure your container is locked. Place paper along plastic box. Draw the portions and label them. Place this in your notebook as a resource.

Demonstrate Your Understanding More pictorial practice. Students receive a shape ( circle, square or rectangle). Color one part red and two parts green. Justify to your partner why you colored the way you did! Advancing question: What part is white?

Use A Variety Of Manipulatives Clear targets: I can identify one part of a whole as a unit fraction. I can identify the numerator and denominator of a fraction.

Equal Groups

Equal Groups Work Mat

Hiding Parts Work in Partners. Combine your containers with your partner so you have a whole with 8 parts. Student A will hide some of the whole. Student B looks at what is left and says the how many are being hidden. Student B colors in the fraction hidden and writes the fraction. Do this several times. Switch roles and repeat process. Draw this on your paper

Think About It How do manipulatives (sand box and containers) help students learn? How does what you learned this morning support what you are doing in your classroom? What was your biggest take away so far?

Math Tasks There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics. Lappan & Briars, 1995

Math Tasks A mathematical task is a problem or set of problems that focuses students’ attention on a particular mathematical idea.

Math Tasks Teachers must be able to choose appropriate mathematical tasks judge the advantages of particular representations of a mathematical concept help students make connections among mathematical ideas grasp and respond to students’ mathematical arguments and solutions. Doerr, H. M., & English, L. D. (2006); Hunting, R. P., & Doig, B. A. (1997); Britt, M. S., Irwin, K. C., & Ritchie, G. (2001)

What are the barriers to using math tasks appropriately? A lack of mathematical content knowledge can impede teachers’ abilities to – notice and analyze students’ mathematical thinking – design actions that respond to students’ understanding – engage in productive professional conversations Doerr, H. M., & English, L. D. (2006); Hunting, R. P., & Doig, B. A. (1997); Britt, M. S., Irwin, K. C., & Ritchie, G. (2001 )

Task Selection True or False? (Discuss your answer with a partner) 1.All tasks must be high-level? 2.Accountable talk is only used during a high-level task? 3.The main purpose of tasks is for assessment purposes only?

Identify standards and targets Vocabulary Frame for the task

Theresa invented a new see-through cereal box that helps people see how much cereal they have. She wants to put a number line on the box so it’s easy to see the fraction of the box that is full. Theresa already marked that the box is 4/6 full. Help Theresa mark the following fractions on cereal box’s number line: Inventing a New Cereal Box Explain how you decided where to write each fraction on the number line.

Theresa invented a new see-through cereal box that helps people see how much cereal they have. She wants to put a number line on the box so it’s easy to see the fraction of the box that is full. Theresa already marked that the box is 4/6 full. Help Theresa mark the following fractions on cereal box’s number line: Inventing a New Cereal Box Explain how you decided where to write each fraction on the number line.

Quick Write Question Stems: After reviewing my work and others’ work, describe what I realized about my own thinking and solution. Share if you learned anything new or viewed another solution that you felt you would use in the future and explain why. Inventing a New Cereal Box

Challenge: A tornado hit our town of Clarksville. The Clarksville’s Water Company facilities have faced serious damages as the result of the tornado. Your section of the town will be without water service for 3 days. Your family needs water for basic activities until the water service is repaired. Your brother suggested to get water from the nearby creek as an alternative for doing dishes, flushing toilets, etc. He went to the nearby creek and collected a sample. He was fairly discouraged by the cloudiness in the water. In science class, you learned about mixtures and how to separate its components. As a team, develop a process to filter the creek’s water and make it as clear (transparent) as possible to be used by your family.

Integrated Science and Math Lesson Let’s Clear the Water! Clear Targets -I can divide a whole into fourths -I can describe water using its physical properties -I can develop a filtering system and separate a water mixture into its components

Paper Folding (Set) Fold the paper into 4 equal parts. Compare your folding design with others. – How are the designs different? – How are the designs alike? 3.G.2 – Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into four parts with equal area, and describe the area of each part as ¼ of the area of the shape.

Number Line Model how to fold a number line and connect to math task. – Whole – Halves – Fourths 1 1/2 0 2/4 1/4 3/

How Many Mixtures Can You Make? (I do / We do) Use folded paper of 4 equal parts Describe and discuss the physical properties (charcoal, sand, coarse gravel, and rock gravel) Combine a variety of mixtures at your table to make one whole (use folded paper) How many fractional mixtures can you make?

Turbidity Scale

You Do: Design a plan for a filtering system that will remove sediments mixed into the creek water leaving it as clear as possible to be used by your family. – Private Think Time – Group Collaboration – One Final Plan per Group

Assessment To separate the creek water from its sediments, I chose to make a filter using the following materials: ______________________ because ________________________. Using my knowledge of fractions, I designed my filtering unit by dividing into _________parts. I chose this design because ______________________.

Think About It How does integrating math and science help increase student understanding? What are other ways you may extend this integrated lesson? What other integration activity could you do?

Closure Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge or integrated activity. Remember to check out the Wiki Remember to share information with rest of team (Math and Science) Remember to bring back the notebook and vertical progression book for future trainings Take materials with you. ( name the materials)