1. Welcome to …

2. TODAY’S AGENDA Hershey Bars BREAK Peaches Task & Cognitive Demand
LUNCH
Fabric Task, Tina and Tony’s Task, Little Cakes
Extending Children’s Mathematics
Whole Matters
Young Mathematicians at Work
SMP Reflections
PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

3. The Standards for Mathematical Practice Student Reasoning and Sense Making about Mathematics
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Gabriel – Have teachers look at their SMP pages we passed previously and state an exemplar of evidence from a student enacting the SMP.

4. Chocolate Bar Task
Handout page 1 and 2

5. Break Time 1

6. Peaches Task A little monkey had 60 peaches.
On the first day he decided to keep 3/4 of his peaches. He gave the rest away. Then he ate one.
On the second day he decided to keep 7/11 of his peaches. He gave the rest away. Then he ate one.
On the third day he decided to keep 5/9 of his peaches. He gave the rest away. Then he ate one.
On the fourth day he decided to keep 2/7 of his peaches. He gave the rest away. Then he ate one.
On the fifth day he decided to keep 2/3 of his peaches. He gave the rest away. Then he ate one.
How many did he have left at the end?
Handout page 5

7. Peaches Task (ii) A little monkey had 75 peaches.
Each day, he kept a fraction of his peaches, gave the rest away, and then ate one. These are the fractions he decided to keep:
1/2, 1/4, 3/4, 3/5, 5/6, 11/15
In which order did he use the fractions so that he was left with just one peach at the end?
Handout Page 6

8. Peaches Task
(iii) Peach Rationing Whenever the monkey has peaches, he always keeps a fraction of them each day, gives the rest away, and then eats one.
I wonder how long he could make his peaches last for?
Here are his rules:
Each fraction must be in its simplest form and must be less than 1.
The denominator is never the same as the number of peaches left (for example, if there were 45 peaches left, he would not be allowed to keep 44/45 of them).
Can you start with fewer than 100 peaches and choose fractions so that there is at least one peach left after a week?
Handout page 7

9. Lunch

10. Preparing to Solve the Tasks
Solve all 3 tasks individually.
Try to solve each one in more than one way.
Keep track of your thinking and the strategies that you use in solving them.

11. Tasks to Solve
It takes 2/3 of a yard of material to make a pillow. How many yards of material would it take to make 15 pillows?
Tina and Tony painted pictures today. Tina used half a jar blue paint for her picture. Tony used three-fourths of the same size jar of blue paint for his picture. How much blue paint did Tina and Tony use altogether for their paintings?
Each little cake take ¾ of a cup of frosting. If Betsy wants to make 20 little cakes for a party, how much frosting will she need?
Handout Page 8

12. Reflecting on Tasks Share you strategies and thinking with a partner.
Whole group discussion

13. Math Notes What SMP’s did you find yourself engaging in with the task?
What was mathematically significant for you as you interacted with the task, task strategies and videos?
What are the important mathematical ideas you want to remember about these tasks?

14. Break Time 1

15. Whole Matters Task Spend time working on the task individually.
Make note of your strategies and thinking
Handout page 9

16. Analyzing the Task Share your solution with a partner
Small group sharing
Whole group discussion

17. Math Notes What SMP’s did you find yourself engaging in with the task?
What was mathematically significant for you as you interacted with the task, task strategies and videos?
What are the important mathematical ideas you want to remember about this task?

18. Young Mathemathematicans at Work
Whole Matters – Ready pages
Read the part assigned to your group #
Make note of significant ideas as you read.
Handout reading

19. Reading Reflection
Form groups with #1 - #4 and take turns sharing the part you read.
Whole group discussion.

20. Walk-Across Groups Group 1 Group 2 Group 3 Rebecca Nottke
Heidi Rosekelly
Lisa Simon
Megan Burch
Sarah Cassel
Char Claus
Becki Webster
Andrea Berlin
Tammy Didion
Erin Coles
Dana Pitcher
Lorna Robbins
Janelle White
Mary Towns
Thomas Borton
Group 4
Group 5
Group 6
Jami White
Terren Paine
Holly Blanton
Deb Coffey
Robin Meyers
Cindy Souter
Linda Poggiali
Sarah Roth
Jackie Betzel-Conrad
Kathy Fulkerson
Sharon Ruggles
Hilaria Walton
Kendra Schweck
Mary Doerner
Jacqueline McClune
Pass out the K-5 CCSSM Content Standards.

21. Develop a Walk-Across for Fractions K-5
Assignment: What is a “Walk Across for Fractions?” It’s a focused look at mathematical connections in the CCSSM:
1) You will demonstrate what connections you can see in the standards across the domains and grade levels.
2) You will explain how a standard connects with prior and/or subsequent standards regarding students’ development of fractional understanding?
They will need to really consider the meaning of the Common Core content standards and concisely develop ways of showing what we want students to know and do and how that connects to prior and subsequent content.

22. Develop a Walk-Across for Fractions K-5
FIRST: To begin, you should give attention to each standard, regardless of domain, and consider whether or not it pertains to ones understanding of fractions. You should only include standards that DO pertain to either development of pre-fraction ideas or directly to fractions themselves. You may find many standards not in the fraction specific CCSSM domain that also act to build fraction sense.
SECOND: Once you find connections among standards, articulate an explanation of how they are connected. Do some standards prepare students for future standards? How so? Show what students would be doing and thinking in one standard and explain how that doing and thinking prepares them to do and think about future mathematics. When explaining connections among standards use the names (for example 3.G.2).
THIRD: There is a large creative element to this task. You may display and explain the connections in any creative media you choose. It can be as formal as a word document, excel sheet, or power point. Or as informal as a large scale painting, video, or drawings. The only delimiters that must be satisfied are 1) and 2) above. That will most likely require text or comments in some form or another.

23. Time of Reflection
Take a few moments to reflect on SMP’s connected to the content tasks we did today. -- Name of the task and related SMP’s -- Evidence for the chosen SMP’s -- Jot down how you contributed to our shared community of professionals and what mathematical and/or pedagogical knowledge you are taking away from today.
Handout Page 10

24. Stay Safe Please help us put the room in proper order.
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