MUST COMPLETE FOR CREDIT

Here is the link to the completion survey. You must submit this in order to receive your final participation certificate. (I will also email it to you all just in case)

Click here for SURVEY

Any special requests please let me know.

Thank you SO very much for this wonderful collaboration opportunity!!  Have a great rest of the summer!!

I will be running this same workshop on February 29th, 2016 if you want to tell your colleagues!

I will also be doing another workshop like this one but on Numbers and Operations in Base Ten through the Teacher Center Online. If you are interested you can email CHerman@onboces.org or register at: https://www.surveymonkey.com/s/ontcsummerfall2015

The Final Countdown....

I cant believe its over already!

Final thoughts:

This post will be your opportunity to comment about what you have gained from this workshop. Please be sure to look back at the original post and review the objectives to see if you gained new knowledge based on the objectives. It would also be nice if you could comment on others posts as well before finishing the course. (You have until Sunday 08/16)

If you wouldn't mind breaking your final post into two parts: What have you learned and final reflection, you can do them within the same comment.  YOU DO NOT HAVE TO ANSWER ALL THE QUESTIONS BELOW, Pick the ones that you feel best to answer.

Here are some questions to guide you in your final post on WHAT HAVE YOU LEARNED:
- What conceptual understanding of fractions does a student need in order to solve fractional problems?
- What instructional strategies would you use to reach students at various levels of mathematical ability?
- What opportunities should students be given to assist with building their conceptual understanding of fractions?
- What model do you find most beneficial in building understanding?

Questions based on the objectives of this workshop for your FINAL REFLECTION:
- What type of FOCUS do you need in your grade level to help a student be successful with fractions?
- How can you work together within AND across grade levels to ensure COHERENCE?
- How do you maintain proper RIGOR in your instruction; including conceptual understanding, fluency and application?

Multiplying and Dividing Fractions

Multiplying and Dividing Fractions

Watch the following videos:

Multiplying Fractions Part 1

Multiplying Fractions Part 2

Dividing Fractions

This may be a lot to take in for one day... as before we could talk about this for an entire two week workshop.

Here are a few questions to answer in your comment for today: (you don't have to answer them all)

- Discuss one advantage or one disadvantage of using an area model when multiplying fractions.

- Discuss an idea you learned from these videos and could apply in your classroom.

- Discuss some problems students may have and ideas on how to help them based on what you have learned thus far.
- Look back at the Progression document for 4th and 5th grade fractions and explain how creating a story/real-world context might help assist a student in understanding fraction multiplication.

Adding and Subtracting Fractions

Adding and Subtracting Fractions!

We could spend a full two weeks on adding, subtracting, multiplying and dividing fractions. Therefore we are just going to briefly look at these processes and what we have learned to discuss a few ideas. 

To begin, on scrap paper, solve the following problem WITHOUT using the traditional "common denominator" approach:   3/4  + 1/3

Now, watch the following two videos on adding and subtracting fractions:

Video 1: Adding and Subtracting Fractions

Video 2: Word Problems with Adding and Subtracting Fractions

(Yes, you can you this AWESOME piece of technology in your class that is used to model the problems!!)

Comment on some of the following things in your post for today:

How has the traditional way of solving fractions changed for the better and/or worse?

How could a student build on previous understanding of adding/subtracting whole numbers in order to add/subtract fractions?

Can you share anything new you learned or something you have tried that you find works well?

Is there anything you would like to add to the discussion of adding and subtracting fractions? Maybe a website, link, or video that you have found?

What can we do with fractions?

Equivalent Fractions and Comparing Fractions

This post will require two comments, label within your comment 1 and 2 so that it is easier to follow

1. Watch the following video on equivalent fractions:  
Equivalent Fractions Video 
Answer the following question in your comment: How can the use of area models and number line diagrams solidify a students understanding of fractions?

2. Watch the following video on comparing fractions:Comparing Fractions Video 

(do this on a scrap paper)





After completing the above exercise, answer the following question in your comment: What rules about the relative sizes of fractions can you state from these examples? Be precise in expressing rules trying not to use words such as; "numerator," "denominator," "top number," or "bottom number."

The Meaning of Unit Fractions

This 2nd week I would like for us to look at fractions a little deeper in order to gain a better understanding  to help students "get" the foundational understanding of fractions. 

1. Watch the following two videos on Unit Fractions:  
Meaning of Unit Fractions Video 1

Meaning of Unit Fractions Video 2

(You may want to also look back at the beginning of the progression document where the development of the meaning of fractions and the number line is discussed on page 3)

2. Please complete your post by adding any additional comments on what you have learned today and think is worth noting. Also, please answer the following question: What are important aspects of fractions that provide opportunities for mathematical practice of attending to precision?

Happy Friday!!

Please spend today and the weekend catching up on all of the new conceptual understandings about fractions in grades 3-5. 

Start to think about the coherence piece and what shifts are needed in the math classroom in order help students gain a deeper understanding of fractions in the elementary years. (We will discuss this next week)

Lastly, I have posted my chart filled out that you all started earlier this week. (see below) You may want to add to your own after everything you learned this week.  You can comment or make any suggestions, or questions below in this blog about the chart if you would like but it is not a requirement.

Thanks for a GREAT first week. The conversations and new levels of understanding are truly remarkable and I look forward to next week!! As always let me know if anyone needs anything or if you have any additional comments after the first week, go ahead and post away!!