1. Please Make Your Name Tent Please write this information on both sides of the tent First and last name School Role At the end of the evening, please leave your name tent and we will have it for you at the next session.

2. Fractions with Manipulatives 3 rd -7 th Grade Learning Trajectory Session 1: Monday, February 23, 2015 4:30-7:00 p.m. Kathleen Wilson Terry Meryhew and Heather Evjen Betty Wendorff and Melissa Fox Debbie Breitzman and Sarah Miziorko

3. Agenda Welcome, overview, norms, and introductions Goals and beliefs Agreements and reflection/assignment Representing fractions visually and with context Fraction activities - demonstrated & deconstructed Agreements, homework, and manipulatives pick-up Next time, closing, and feedback

4. Norms Stay Engaged - Our learning time here is brief... Be present in this moment. Speak Your Truth - Please honestly own your experience. Experience Discomfort - It is in our un- comfortableness that we achieve growth. Expect & Accept Non-Closure - Our learning time here is brief. Every questions will not be answered, every rock will not be overturned.

5. Name Tent Please write this information on both sides of the tent First and last name School Role At the end of the evening, please leave your name tent and we will have it for you at the next session.

6. Goals for the 4 Sessions of this Course 1)Link standards/benchmarks to the activities and the rigor of the items on the MCAs 2)Demonstrate progression of fractions across grade levels 3)Deconstruct activities explicitly through student and teacher lens 4)Capture misconceptions and show how an activity can be scaffolded up or down depending on the learner's needs 5)Connect practices to culturally responsive teaching and the 4Rs (rigor, relationships, relevance, realness) 6)Embed personalized learning essentials, including technology and iPad 7)Show how you could use activities during small groups or whole class

7. Beliefs -  if you agree ; ? if you have a question a)Linking concrete to representational to abstract is essential. b)Repetition is necessary at every stage of learning, especially concrete. c)Demonstrating with manipulatives can show deeper understanding. d)Using a procedure/algorithm ≠ understanding or mean smarter at math. e)You are math smart if you can explain BOTH procedurally and conceptually/concretely. f)Deliberately use multiple visual representations of fractions which are directly connected to the context.

8. Agreements for this Course Attend all 4 sessions M 2/23/15, W 3/11/15, Tu 4/21/15, and M 5/11/15 from 4:30-7:00 p.m. at 345 Plato in TR1 After each session, – implement at least 1 of the demonstrated activities with students, – complete the reflection document after implementing the activity with students, and – provide student work artifacts (with the reflection document ) at next session. If you complete these agreements, you will receive a classroom set of each type of fraction manipulatives used during the course for your classroom, 1 inservice-credit and 10 clock hours.

9. Reflection / Assignment Expectations: – 6 reflection questions – Plus at least 3 artifacts (pictures or student work) – Annotate artifacts See Example

10. Representing Fractions Visually Step 1: Each person take two 4” x 6” light yellow post its Draw 2 different picture to represent 5/6 (one per post-it)

11. Representing Fractions Visually Step 2: As a table group organize/sort your visuals into the following categories: – Area Model (circle, rectangle, other) – Set Model (set of 6, other) – Number Line – Measure 4 group members each take 1 pile Place the post-its on the corresponding whiteboard under the correct description

12. Noticings… Representing Fractions Visually Step 3: What do you notice about the post-its / visual representations on the whiteboards? What do you think about as your observe the various visual representations?

13. Contextual Situations of a Fraction Step 1: As a table or in a small group, Use Today’s Meet https://todaysmeet.com/fractioncontext Describe different ways the fraction ¼ could be used in a context Examples: – ¼ of a pizza – 4 th quarter of a football game

14. Contextual Situations of a Fraction Step 2: Review the Today’s Meet compiled list Which representation would you recommend for the context? – Area Model (circle, rectangle, other) – Set Model (set of 4, other) – Number Line – Measure

15. Creating a Visual & Connecting to Context Use the number ¼, create a poster or Educreation that contains the following: At least 2 different representations for each of the 4 categories below – Area Model (circle, rectangle, other) – Set Model (set of 4, other) – Number Line – Measure Label each representation with a context your students could relate to

16. Creating a Visual & Connecting to Context Examples: Educreations https://www.educreations.com/lesson/view/fraction-visuals- and-context/29459337/?s=AvcJSd&ref=appemail https://www.educreations.com/lesson/view/fraction-visuals- and-context/29459337/?s=AvcJSd&ref=appemail Poster

18. Agreements for this Course Attend all 4 sessions M 2/23/15, W 3/11/15, Tu 4/21/15, and M 5/11/15 from 4:30-7:00 p.m. at 345 Plato in TR1 After each session, – implement at least 1 of the demonstrated activities with students, – complete the reflection document after implementing the activity with students, and – provide student work artifacts (with the reflection document ) at next session. If you complete these agreements, you will receive a classroom set of each type of fraction manipulatives used during the course for your classroom, 1 inservice-credit and 10 clock hours.

19. Homework: Reflection / Assignment Expectations: – 6 reflection questions – Plus at least 3 artifacts (pictures or student work) – Annotate artifacts See Example

20. Feedback Please leave your name tent too!