1. Math CAMPPP 2012 Breakout Session 7B Gr. 9-12 1
<Welcome participants.> 1

2. Session Goals Participants will have the opportunity to:
reflect and consolidate key learnings from the week

3. K-12 Gallery Walk Wasn’t that fun?
What did you take away from the K-4 and Gr.4-8 rooms?
Comment on the experience of being the “tour guide” for our room.

4. Key Learnings
Take a minute and read our Key Learnings.

5. Success Criteria (How I Know I’ve Learned…)
Now take a few minutes to walk around the room, looking at the work, and reading the success criteria on the blue cards.

6. Light Bulbs and Puzzle Pieces
Reflect on your learning this week.
Consider the questions:
What were your Ah-ha moments? What will you bring to your practice next year? (icon)
What is still puzzling you? (icon)
Briefly jot down your thoughts on a “Light Bulb” and a “Puzzle Piece” and place them on the Learning Wall.

7. Response to Light Bulbs and Puzzles Pieces
Take a few minutes to walk around the room reading and discussing the “Light Bulbs” and “Puzzles Pieces” with your colleagues.

8. Robin and Karen Go Camping (“Novel in an Hour” strategy)
Main Characters: Robin and Karen
Plot Summary: Math Camp is finished and Robin and Karen decide to go camping for a few days to relax. Unfortunately, they face a series of challenging and potentially dangerous situations, and it is only their knowledge of fractions that allows them to emerge triumphant and ready for school in the fall.
Spoiler Alert !

9. Robin and Karen Go Camping
Ch. 1 – Robin and Karen Put Up the Tent Ch. 2 – Ch. 3 – Ch. 4 – Ch. 5 – Ch. 6 – Ch. 7 –

10. Ch. 1 – Robin and Karen Put Up the Tent
“What a beautiful camping spot,” said Karen. “Let’s put up the tent under this tree.” “OK,” said Robin, and she opened the bag containing the various pieces of the Coleman Easy-Set-Up Dome Tent. After laying out all the pieces on the ground like a set of algebra tiles, Karen and Robin realized that the instructions were missing. “They’re not missing,” said Robin, “they’re in code.”

11. “How do we break the code. ” said Karen
“How do we break the code?” said Karen. “It looks like we have to solve a problem or answer a question, and that will give us the key to the instructions,” said Robin. “We have a choice of two questions,” said Robin. “Which one should we do?” asked Robin.
A. Solve for x:
B. The fraction can represent different relationships. Describe 3.

12. “Yuk. I hate fractions. Let’s do B. It looks easier,” said Karen
“Yuk. I hate fractions. Let’s do B. It looks easier,” said Karen. “Well,” said Robin, “2/5 could mean a linear measure, as in 2/5 of the distance between 0 and 1 on a number line.” “And 2/5 could also mean a part-whole relationship as in 2 out of 5 people,” added Karen. “It could also mean a part-part relationship as in the ratio of length to width in a rectangle, 2 cm to 5 cm,” said Robin.

13. No sooner had Robin finished describing the third meaning when the instructions magically decoded themselves and became perfectly clear. Unfortunately, since they were the instructions to how to set up an above ground swimming pool, they were no help in setting up the tent. As night fell and it started to rain, Robin and Karen huddled under the tree, holding the tent over themselves. “I hope we don’t get hit by lightning,” said Robin. “At least we’d be warm,” said Karen.

14. Write Your Chapter Things to include in your chapter:
the description of a dilemma faced by Karen and Robin
a problem to solve or a question to answer, that is related to fractions, that will allow them to solve their dilemma
the solution to the problem, or answer to the question

15. Thank You !!!!