Exploring Fractions with Pattern Blocks: How Much is Blue?

1. Welcome to …

2. TODAY’S AGENDA • How Much is Blue? • BREAK • Make a 1 • Math Camp Laser Eyes • Fractwards • LUNCH • Ben’s Game • Hershey Bar (Task 1) • BREAK • Extending Children’s Thinking • Fractions Walk-Across • SMP Reflections

3. New Instructors Tami Matney – Mathematics Coach, Imagine Schools, Toledo Mary Teglovic – Educational Consultant, North Central Ohio ESC, Tiffin

4. Exploring Fractions with Pattern Blocks If the yellow hexagon is equal to 1, what is the green triangle equal to? The blue rhombus? The red trapezoid? What happens if I make the yellow hexagon equal to 1/2 ? What happens to the fractions of the green triangle, the blue rhombus, and the red trapezoid?

5. Exploring Fractions with Pattern Blocks How much is Blue?

6. Break Time

7. Make a One

9. Fractwards

10. Lunch

11. Ben’s Game

12. How Much Chocolate?

13. Break Time

14. Extending Children’s Mathematics • Use individual think time to work on both tasks. • “Liz has 9 candy bars to share with her friends. Altogether, there are 12 children, including Liz. Everyone wants the same amount. How much candy bar can each child have? “ • “8 kids were sharing 10 small pizzas. How much pizza would each kid get if they shared the pizza equally?”

15. Extending Children’s Thinking • How do the problems compare? • What thinking and strategies did you use to solve each of them? • Were your strategies the same?

16. Extending Children’s Mathematics • Read pages 15 - 28 in ECM. • Work on the problems assigned to you and your partner. • Keep track of our thinking as you solve each of the problems. • Be prepared to share with the whole group.

17. Video

18. Video Discussion • Reflect on the video. • What was significant for you? • How does it relate to your teaching practice? • Share your responses with a partner.

19. Walk-Across Groups

20. Develop a Walk-Across for Fractions K-5 Assignment: What is a “Walk Across for Fractions?” It’s a focused look at mathematical connections in the CCSSM: 1) You will demonstrate what connections you can see in the standards across the domains and grade levels. 2) You will explain how a standard connects with prior and/or subsequent standards regarding students’ development of fractional understanding?

21. Develop a Walk-Across for Fractions K-5 FIRST: To begin, you should give attention to each standard, regardless of domain, and consider whether or not it pertains to ones understanding of fractions. You should only include standards that DO pertain to either development of pre-fraction ideas or directly to fractions themselves. You may find many standards not in the fraction specific CCSSM domain that also act to build fraction sense. SECOND: Once you find connections among standards, articulate an explanation of how they are connected. Do some standards prepare students for future standards? How so? Show what students would be doing and thinking in one standard and explain how that doing and thinking prepares them to do and think about future mathematics. When explaining connections among standards use the names (for example 3.G.2). THIRD: There is a large creative element to this task. You may display and explain the connections in any creative media you choose. It can be as formal as a word document, excel sheet, or power point. Or as informal as a large scale painting, video, or drawings. The only delimiters that must be satisfied are 1) and 2) above. That will most likely require text or comments in some form or another.

22. Time of Reflection Take a few moments to reflect on SMP’s connected to the content tasks we did today. -- Name of the task and related SMP’s -- Evidence for the chosen SMP’s -- Jot down how you contributed to our shared community of professionals and what mathematical and/or pedagogical knowledge you are taking away from today.

23. Stay Safe • Please help us put the room in proper order. • Please leave your name tags for next time.