1. Connecting Academics & Parents
Academic seminars to sharpen skills and build understanding in
Fraction Concepts
The purpose of this training:
Build understanding of fraction concepts by partitioning shapes into equal shares, describing the equal shares as halves, thirds, etc., describing a whole as two halves, four fourths, etc, and recognizing that equal shares do not have to have the same shape
Materials-
Copies - 1 per family:
PowerPoint (optional)
CAP 2nd Grade Fractions Concepts Handout
Learning Progression for Fractions
Dot paper (several copies so parents can take home)
Rectangular cakes sheet
Different Halves sheet
Supplies
Pattern blocks
scissors
Paper, pencils, post-its available for parents to use
Laptop, projector, speakers

2. Math may look different now.
There’s nothing better than seeing your kids SUCCEED
and there’s nothing worse than not being able to help them when they are struggling.
Share with parents that math may look different now. There’s nothing better than seeing your kids SUCCEED and there’s nothing worse than not being able to help them when they are struggling. This is research from Dr. Drew Westen, who is a professor at Emory University. Dr. Westen’s work was developed in collaboration with 100Kin 10.
Research from
Dr. Drew Westen, Emory professor,
and 100Kin10

3. Times change, technologies change, and knowledge changes about how to teach kids to apply what they know to real-life situations.
for joining in to learn more about how to help with math.
Thank you
Share that times change, technologies change, and knowledge changes too about how to teach kids to apply what they know to real-life situations. Thank parents for joining in to learn more about how to help with math.
Research from
Dr. Drew Westen, Emory professor,
and 100Kin10

4. Mathematics Florida Standards Focus
Grade 2
MAFS.2.G.1.3 Partition circles and rectangles into two, three or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Critical point-
We will be addressing this standard for fractions
Step by step directions-
Share this standard with parents
Notice that the word “fraction” is not part of the standard. This standard is developing conceptual understanding of fractions. Introducing the numerator and denominator will come in 3rd grade.

5. Learning Progression:
Factions
Critical point
Show how learning about fractions progresses from earlier grades to future grades.
Students are developing conceptual understanding in 1st and 2nd grade.
Step by step directions-
Read 2.G.1.3 – (standard in the rectangle)
There is more information on each standard that is not displayed due to space. All standards can be found at
Share the progression starting with 1st through 4th grade. Let parents know, if their child is struggling with the current grade level content standard they can look at the previous learning for support.
A full size learning progression should be copy for each family. Point it out to parents as the slide may be difficult to read.
Copyright 2009

6. Engage
Critical Point: Allow participants to experience partitioning rectangles into four equal parts. Call these pieces fourths.
Recognize that fourths have to be equal parts of the whole but can be different shapes.
Step by Step Directions
Distribute the rectangular cake sheet.
Circulate and observe how parents partition the rectangles. Most likely you will see horizontal lines, vertical lines or lines or two diagonal lines that intersect. You may see parents incorrectly showing 4 unequal pieces.
Ask questions as you circulate:
How do you know you have fourths?
If parent finishes quickly encourage them to find more ways to partition into fourths.
Select a parent to share their work. Consider starting with a parent whose work best represents the group. Then select a parent that did something different, Encourage participants to ask questions or comment on the work being shared.
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7. Engage Do these rectangles show fourths? Rectangle A Rectangle B
Critical Point: Allow participants to experience partitioning rectangles into four equal parts. Call these pieces fourths.
Recognize that fourths have to be equal parts of the whole but can be different shapes.
Step by Step Directions
ASK: Do these rectangles show fourths?
Have participants turn and talk.
Return whole group and lead a discussion about the two rectangles.
Ask – How can you prove Rectangle A does or does not represent fourths?
Ask – How can you prove Rectangle B does or does not represent fourths?
Now that we have established we can cut the rectangle in half cut each half in half to create fourths of different shapes, challenge participants to find new additional ways to show fourths.
Trainer information:
Rectangle A does show fourths. Each piece is an equal part of the whole – even though they are different shapes.
Encourage participants to draw a rectangle with fourths as shown in rectangle A, cut out the pieces and see if they match up.
Rectangle B Does not show fourths. It shows the rectangle cut into four pieces, but in order to be fourths each piece has to be an equal part of the whole.
Rectangle B
Copyright 2009

8. “The first goal in the development of fractions should be to help children construct the idea of fractional parts of the whole – the parts that result when the whole or unit has been partitioned into equal-sized portions or fair shares.” -Van De Walle author of Elementary Mathematics - Teaching Developmentally
Critical point-
In 2nd grade we are making sense of fractions by learning about fractional parts of the whole. 2nd graders are not learning about numerators or denominators. Deep understanding about the fractional parts will support making sense of fractions in 3rd grade and beyond.
Step by step directions-
Have participants read the quote. Share AHA’s or questions. Lead a discussion about critical point.

9. Different Halves Is this piece the same size as this piece ?
Critical point
Allow participants the opportunity to think about different sized halves and realize equal shares of identical wholes need not have the same shape.
Step by Step Directions:
Provide participants the Different Halves worksheet.
Say "These two rectangles are exactly the same size and the same shape. I asked two students to partition these two rectangles in half. The first student did it like this (point to the first rectangle). The second student did it this way (point to the second rectangle)."
The teacher points to one piece of the first rectangle and then asks "Is this piece the same size as this piece (pointing to a piece in the second rectangle)?" CLICK to show questions and arrows on ppt. If this needs clarification, the teacher can ask, "If this were a brownie, would this piece be the same size as this one?"
Allow participants to discuss in groups. In stead of telling participants yes or no – click to the next slide to watch a child reason through this task.
This activity is available on CPALMS.
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10. Different Halves Critical Point:
To observe a student thinking about different sized halves and discuss a strategy for parents to use if there child is struggling.
Step by Step Directions
To play the video, click on the picture of the video. It will take you to the website where you can scroll down to the yellow section and play the video. Powerpoint must be in slide show mode for link to work. RECCOMENDATION – Have the video pulled up and ready before the training.
After the video ask parents. If this was your child, how could you help them make sense with out telling them the answer?
Share parent ideas. If cutting (see below) then share. Encourage participants to cut and prove.
Possible Answer: Encourage the student to cut out the two different-shaped halves of the rectangle and to compare the two pieces. Encourage the student to match up sides of the same length and to see if he or she can show that the two pieces are the same size (i.e., have the same area) and represent equal shares of the rectangle.
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11. Fraction Language
We call these fourths. The whole is cut in to four parts. All of the parts are the same size – fourths.
Critical point:
Using precise language supports students making sense of fractions.
Step by step directions
Ready the slide
Encourage parents to use this type of language as they work through the problems on the next slides.
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12. The whole is cut into three thirds.
Describe the Whole
The whole is cut into three thirds.
Critical Point:
Describe the whole as two halves, three thirds, four fourths etc.
Step by Step directions
Have parents turn to a partner and describe the whole.
Click to show the correct fraction language.
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13. Describe the Whole Use pattern blocks to show a whole as two halves.
Critical Point:
Describe using words: halves, thirds, fourths. Encourage your students to discuss fractions using correct fraction vocabulary.
Step by Step Directions:
Have parents use pattern blocks to show two halves.
Click to show example.
Click to ask “If the yellow hexagon is the whole, What other fractions can you model with the pattern blocks.”
Describe the fractional parts to your partner.
Say “Encourage your students to discuss fractions using correct fraction vocabulary.”
If the yellow hexagon is the whole, what other fractions can you model with the pattern blocks?
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14. Practice counting the equal parts
Four fourths makes 1 whole.
One fourth
Two fourths
Critical Point
Students have lots of practice counting whole numbers. Providing opportunities to count fractions develops understanding.
Step by Step Directions.
Ask participants to count the equal parts.
The parents may just point and say 1, 2,3,4. but we want to use the correct vocabulary.
First we need the student to recognize “ The whole is cut into four equal pieces so I’m counting fourths.”
Then the student can count one fourth, two fourths, three fourths, four fourths.
Click to show animation of counting fourths.
Three fourths
Four fourths

15. Practice counting equal parts
If this pattern block represents one third.
Can you show me 1 whole?
Can you count the parts?
Critical Point
Students have lots of practice counting whole numbers. Providing opportunities to count fractions develops understanding.
Describe using words: halves, thirds, fourths. Encourage your students to discuss fractions using correct fraction vocabulary.
Step by Step Directions:
Read the slide.
Encourage parents to solve using the pattern blocks.
Parents might make the three pattern blocks fit on the yellow hexagon, or they can connect them in a horizontal or vertical linear pattern.

16. Sharing
Nina’s mom shared a large cookie equally among the three children. Show how Nina’s mom will cut the cookie. How can you describe the piece of the cookie each child will receive?
Critical Point
Students may need practice partitioning circles and rectangles into equal parts.
Sharing is a common way students make sense of equal parts.
Step by Step Directions:
Ask a participant to read the problem out loud.
Lead a discussion about how sharing makes kids think of equal.
Before parents solve, click to the next screen to show how a student solved the problem.

17. Agree or Disagree?
Nina’s mom shared a large cookie equally among the three children. Show how Nina’s mom will cut the cookie. How can you describe the piece of the cookie each child will receive?
Critical Point
Students may need practice partitioning circles and rectangles into equal parts.
A common misconception is to draw vertical lines to partition a circle. These are not equal parts.
Step by Step Directions:
Ask parents if they agree or disagree with this students work?
Lead a discussion about this common misconception. Students can use horizontal or vertical lines to partition a rectangle in to thirds but not a circle.
Talk about strategies to help students partition a circle into thirds. Possibly thinking about a “Y”.

18. How can 2 people share 3 brownies?
Real World Connection
Critical Point: Students do not learn about fractions greater than one in 2nd grade. But as parents are talking with their children about fractions in a real world situation, they very well may be talking about fractions greater than 1.
Step by Step Directions
Have parent solve. Encourage them to share in partners.
Possible Answers
2nd graders may cut each brownie into halves and say each person gets three halves of a brownie.
They also might give one whole brownie to each person and then cur the last brownie in half saying
Share with parents – equal shares happen all the time children’s lives. Use this time to talk about fractional parts and use correct vocabulary.

19. Take it Home and Try It! DO TRY THIS AT HOME!
Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning.
Give students dot paper and have them find halves, fourths or other fractional parts of an enclosed region.
Critical Point:
Activities for parents to play at home to reinforce fraction concepts
Step by Step Directions
If time have parents pair up to do the activity. One partner draws an enclosed region or shape and calls out the fractional part. For example thirds. The next partner then partitions the shape into thirds. Then partners trade roles.
Copyright 2009

20. Possible Delivery Models for CAP Sessions:
School Parent night K-5
Teacher’s or grade level’s own workshop
School invites parents to a curriculum night
Break-out sessions offered by grade level and content area
Teachers who attended TTT or watched voiceover TTT video deliver sessions
Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents
Grade level can organize a workshop on needed content and have own parent night
Only shared at Train the Trainer session for delivery model options.

21. Tips for Success in Organizing CAP sessions:
Find a team of people to help with organizing the event
Send home bright colored half-sheet flyers and use parent link calls to notify parents
Have parents rsvp
Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents
Consider baby-sitting options on-site
Consider time frames that meet the needs of your parents.
Morning session, at dismissal, evenings
Only shared at Train the Trainer session for delivery model options.