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Students tow the line

Dr. Shelly Heron & Lisa Host Kent State University at Stark. Students tow the line. The best questions come out of a concern/issue within the classroom… Students already comfortable with area model. Why?. Common Core still expects the number line Model to be used.

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Students tow the line

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  1. Dr. Shelly Heron & Lisa Host Kent State University at Stark Students tow the line

  2. The best questions come out of a concern/issue within the classroom… • Students already comfortable with area model Why?

  3. Common Core still expects the number line Model to be used

  4. Tick marks caused a lot of trouble Issues understanding the whole Lack of proportional thinking Reverted to whole number thinking What we noticed

  5. Examples: Tick marks

  6. Examples: Tick marks

  7. Matches research… Examples: Tick marks

  8. Tick marks are distracting (Bright, Behr, Post & Wachsmuth, 1988) Research #3

  9. Examples: The whole

  10. Examples: The whole

  11. Matches research… Examples: The whole

  12. Continuous model – units are separate in area model – units are subsequent on line model (Bright, Behr, Post & Wachsmuth, 1988) Students use the whole line as the whole Research

  13. Example: Tick Mark spacing

  14. Example: Tick Mark spacing

  15. Example: Tick Mark spacing

  16. Research agrees: Example: Tick Mark spacing

  17. Number lines with missing tick marks challenges students with difficulty thinking proportionally (Saxe et al., 2007) Research #1

  18. Example: Whole Number reasoning

  19. Research agrees Example: Whole Number reasoning

  20. Students revert to whole number reasoning • (Petit, Laird & Marsden, 2010) Research

  21. Example: Tick Mark height

  22. Example: Tick Mark height

  23. Started number lines at 0 • Focused on 0 to 1 • Then added 0 to ? • Included notation – circles and loops • Kleenex • Step/hop game Adjustments that were made

  24. Notation: Circles and loops #6

  25. Daily work • Number line on bulletin board • Begin with 0 to 1 • Move to 0 to ? • Include relationship between mixed fraction and improper fraction (no steps – all hops) What we plan to do this year…

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