1. GMU COMPLETE Center IS IT FAIR? A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH GEORGE MASON UNIVERSITY SPEAKER NAMESPEAKER NAMESPEAKER NAME Sherri DezortJanesa GallagerCatherine Hwang Fairfax CountyFairfax CountyFairfax County COMPLETE, GMUCOMPLETE, GMUCOMPLETE, GMU SPEAKER NAMESPEAKER NAMESPEAKER NAME Moonhee KangTerry OrlandoAmy Pitaro Fairfax CountyFairfax CountyFairfax County COMPLETE, GMUCOMPLETE, GMUCOMPLETE, GMU

2. GMU COMPLETE Center Is it Fair? Question: Extension: Is it Fair? Question: 4 children want to share 5 brownies equally. How much does each child get? Show as many ways as you can. Each person will get _____________ Extension: 8 children shared 10 brownies to share equally. They think they have more than the other group, but they are not sure. What do you think?

3. GMU COMPLETE Center Learning goals: students will understand that fractions are an equal part of a whole They will understand that there is more than one way to share something equally Students will be able to collaborate to determine solutions to a problem Use their prior knowledge of equal parts to expand their thinking in a different way Misconceptions: How to name the fractions How to deal with “leftover” brownie pieces How to add/combine fractions together Vertical Connections: Second grade doesn’t teach mixed numbers Lesson taught at the end of the unit for second grade; taught at the beginning of the unit for third and fourth grades All grade levels had difficulty naming the fractions

4. GMU COMPLETE Center ENGAGE Read Eating Fractions Have students complete a word splash sharing what they know about fractions Have a discuss with students: –What schema do you have? –What tools might you use? Brainstorm list on the board –Power Strategies

5. GMU COMPLETE Center EXPLORE Students begin task independently. Jot thoughts on what tools might work and what they are going to do Students are assigned groups Work collaboratively with their group to discuss strategies and solve the problem Prompts: –What are you trying to find out? –Can you use words to help me understand your thinking? –How many people are sharing the brownies? –What fraction will you write to show their share?

6. EXPLAIN the Different Models

7. GMU COMPLETE Center

9. Five children share 4 brownies equally.

10. GMU COMPLETE Center ELABORATE Students return to whole group to discuss group results

11. GMU COMPLETE Center EVALUATE

12. GMU COMPLETE Center Sharing the outcomes: Ideas: How did your task engage students in doing mathematics? Meaningful task to the students Flexible thinking Persistent Choice of manipulatives Application of manipulatives Building connections between strategies shared by peers

13. GMU COMPLETE Center REFLECTION What modifications? Introduce the geoboards before lesson Add “act it out” to the strategies chart Smaller groupings of students if possible Could be a two-day lesson if needed Student/self advocacy in a small group setting Related problems? When revisiting mixed fractions or at the end of the fraction unit, students could work through extension problem What did you learn about teaching and assessing this concept? Looking at all the fraction pieces together and connecting it to multiplication Listening to students and working through strategies that we don’t understand Different types of manipulatives that students can use to solve fraction problems Management of the lesson