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Marilyn Burn ’ s Fraction Kit MathSolutions

Marilyn Burn ’ s Fraction Kit MathSolutions.com. Cover-up Uncover 1 Equivalent fractions and compare fractions Dozens more activities throughout the warm-ups. Presented in an order that builds and connects over time. Marilyn Burn ’ s Fraction Kit. Fraction Friday.

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Marilyn Burn ’ s Fraction Kit MathSolutions

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  1. Marilyn Burn’s Fraction KitMathSolutions.com

  2. Cover-up Uncover 1 Equivalent fractions and compare fractions Dozens more activities throughout the warm-ups. Presented in an order that builds and connects over time.

  3. Marilyn Burn’s Fraction Kit

  4. Fraction Friday • Fraction Kit Week Four • Teacher Prep • Read p.3-4 (paragraph 10) • Copy page 25 for class • Class time • Have students get kit and distribute as discussed. If there are any problems, practice again. • Play Uncover Version 1

  5. Middle School Resource and Inclusion Math WCPSS Warm-ups Valerie Faulkner Kathy Sargent

  6. Contact Info • Valerie_faulkner@ncsu.edu • Ksargent@wcpss.net Valeriefaulknermathclub.com • Calendar and Conference Presentations

  7. High Achieving countries implement connections problems as connections problems U.S. implements connections problems as a set of procedures

  8. When math is presentedprocedurallywhat happens to the brain?...

  9. The Accumulator Model:Our Analog Brain 1 2 3 See Stanislas Dehaene 1999. The Number Sense

  10. A FaulkAir Nerd Production

  11. A FaulkAir Nerd Production

  12. Gas Gauge picture From url: http://www.marinepartssource.com/newdetails.asp?mfgno=57902P&pnumber=S57902P&mfg=TELEFLEX&desc=Amega%20Fuel%20Gauge

  13. .78 Fuel Level

  14. http://www.americanflyers.net/aviationlibrary/instrument_flying_handbook/chapter_4.htmhttp://www.americanflyers.net/aviationlibrary/instrument_flying_handbook/chapter_4.htm

  15. 8.00 4.125 3.67 00.48 7.185 2.895 9 1400 36,482 32 1.75

  16. 3

  17. Cat

  18. There were 10 glasses of water and I drank a little less than 3 ½ glasses.

  19. There were 10 glasses of water and I drank a little less than 3 ½ glasses.

  20. Pythagorean Theorem a2 + b2 = c2

  21. Pythagorean Theorem: Analog Connection a2 c2 a c b b2

  22. a2 c2 a2 + b2 = c2 Cat a c b b2

  23. The role of the mathematics instructor:Connect the analog to the digital…

  24. The role of the mathematics instructor:Connect the structural to the symbolic…

  25. The role of the Common Core:Support teachers in developing students who use mathematics to make sense of the world.

  26. The role of the Common Core:Support teachers in developing students who think critically, justify a claim, critique ideas, adjust their thinking, persevere, visualize and discuss.

  27. Common Core Practice Standards • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  28. Talking is not only a means of learning…talking is what we are teaching them to do.Deborah Ball, Dean of College of EducationUniversity of Michigan August 2012

  29. The Role of the Warm-ups? • Support Teachers in • Making connections across content • Teaching kids to TALK • Teaching kids • to make connections • To think deliberately and mathematically

  30. Exponents and Geometry What is 42 ? Why is it 4x4 when it looks like 4x2? It means ‘make a square out of your 4 unit side’

  31. Exponents and Geometry What is 42 ? --4 units-- 1 1 1 1 You’d get how many little 1 by 1 inch squares? 42 = 16

  32. Are these the same?

  33. Manipulatives and “Magical Hopes” Deborah Ball— 1/6 + 1/6 = 2/6 Or is this 1/6 + 1/6 = 2/12? How do you explain this to a student?

  34. Unit Size 3 ones and 2 ones 3 tens and 2 tens 3 tens and 2 ones 3/6 and 2/6 3/6 and 2/5 3X and 2X 3Y and 2Y 3X and 2Y

  35. ‘ones world’…

  36. Numbers are composed of other numbers…

  37. week-by-week Set 1 Resource Math Remedial Warm-ups & Assessment Contact: Valerie Faulkner vfaulkner1@wcpss.net (919) 858-1599

  38. User’s Guide • This is to be used as a Tool for a limited portion of class-time only! • Limit these activities to the first 10-25 minutes of class (depending on length of class– for instance: 10 minutes for a 45 minute class; 25 minutes for an 80 minute class) • This warm-up notebook is designed to guide the teacher through developing the students’ concrete understanding of the number system and thus remediate difficulties and develop number sense. • Students who are taking the EOG or Extend2 must have access to the SCOS on or near grade level.

  39. Remediation: Deliver support through daily warm-up that addresses elementary skills in a concrete and repetitive way. Daily Repetition of concrete concepts! SCoS: Deliver access to the standard course of study through daily lessons that follow structured plan (ex: Project achieve lesson plan outlines) Daily Access! Overview: Resource Math must include

  40. Rules and Expectations for Manipulatives • Note that the first day of any unit that involves new manipulatives should be spent on reviewing where they are kept, how they are distributed, etc. • Practice how this works with students. • This may take an entire 20-30 minute session in the beginning. • That’s fine! Take the time up front to develop the expectations. • Continue making this a primary emphasis in lessons through the first 9 weeks (at least)

  41. Fall Addition & Subtraction Unit cubes and 10s rods Money 100s board Base Ten 100’s board 10s rods Money Equality and renaming numbers Spring Multiplication Units cubes and money Arrays 1x1 tiles Partial products Composite v prime Squared numbers Division Warm-ups: suggested time-line for Set 1 Fall and Spring: Fraction Fridays Fraction Kit (MathSolutions)

  42. Teacher Note on Student Buy-in Students know when they are working on remedial skills and often seem to feel bad about themselves for not getting it already. This sometimes seems to stir up resistance in the students to the task at hand. You may want to try and ‘cut this off at the pass’ by giving them a speech something like this, right up front: We’ve got a lot to learn this year and, as you know, we’ll be working on 6th grade SCoS material for the second half (or more) of every class period. But we’re also going to do something that is just as important—we’re going to investigate how our number system works. Believe it or not, Mathematicians study the number system all the time and even have a name for it—’Number Theory.’ So what we’re doing, especially in the first semester, LOOKS like we’re doing things you’ve done before, but what we’re really doing is learning how the system works. People may not have explained the number system to you before, but now that you’re in middle school, you really need to understand this so that you can go on to algebra and learn to really think like a mathematician. You need to trust me here, and I think you’ll enjoy understanding the system, rather than just trying to get the right answer.

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