1. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Word problems…. No problem! Class 5 November 13, 2012 This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission.

2. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Dinner Task and Reflection 4.2

3. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Reason abstractly and quantitatively Read MP2 Reason Abstractly and Quantitatively in both the CCSSM document and the Think Math document. As a table group, discuss the big ideas of MP2 and record your table’s ideas in your notebook. Make a poster highlighting those ideas.

4. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Initial Understandings of MP2 At your table, make a summary chart of Observable Student Perfomances.

5. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Addition and Subtraction Word Problems 4.5

6. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Learning Intentions and Success Criteria We are learning to …  add and subtract fractions with meaning in real-world problems. We will be successful when we can …  explain how to use models to represent and make sense of fraction addition and subtraction problems in real-world contexts. 4.6

7. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Standard 5.NF.2 1.Read standard 5.N.F2. Highlight important words and phrases. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. 2. In your group, discuss the key ideas that you highlighted.

8. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 What does she know?

9. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Let’s Get Started! Work together as a group to write a fraction word problem for these two operations (+, - ). Use the numbers ½ and ¾ for each problem. Each problem should have a different context.

10. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Ms. Laughlin’s class is voting on their next field trip. Three-fourths of the girls want to go to the bowling alley and one-half of the boys want to go to the bowling alley. What fraction of Ms. Laughlin’s class want to go to the bowling alley? Fieldtrip: Does this work? 4.10

11. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Leftover Cake: Does this work? There was three-fourths of a cupcake left from yesterday’ party. Zachary eats one-half of the leftover cupcake. How much cupcake is left? 4.11

12. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Putting Your Problems on a Poster Revisit and revise your word problems as needed. Draw diagrams to represent your word problems. Put your problems on two posters. 4.12

13. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Gallery Walk Examine each set of posters (+, - ) How are they the same? How are they different? Describe the ‘operation sense’ that is needed to complete these posters.

14. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Revisit Standard 5.NF.2 1.Read standard 5.N.F2. Highlight important words and phrases. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. 2. In your group, discuss highlighted key ideas in this standard and questions you may have. 3. Work as a group to cite three specific examples of how the previous activity made sense of this standard. What do students need to know and be able to do to solve word problems for addition and subtraction of fractions?

15. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Reason abstractly and quantitatively Small group discussion - How is MP2 related to tonight’s tasks? Reflect on how much emphasis you give MP2 in your own classroom and share examples from the past couple of weeks. Now discuss how you could make it more prominent in your teaching as an expectation of all students. Fill out a notecard – Write down a next step for you to be more conscious of this MP prior to our next class.

16. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 Review your subtraction word problem and revise it to make it better (e.g., clearer, more precise, accurate). Then draw a visual model that shows the relationships among the quantities and the solution. Revisit the MKT task 4.16

17. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2012 - 2013 We are learning to …  add and subtract fractions with meaning in the context of real-world problems. We will be successful when we can …  explain how to use visual models to represent and make sense of fraction addition and subtraction problems in real- world contexts. Learning Intentions and Success Criteria 4.17