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
Friday, August 14, 2015
The Final Countdown....
I cant believe its over already!
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?
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?
Thursday, August 13, 2015
Multiplying and Dividing Fractions
Multiplying and Dividing Fractions
Watch the following videos:
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.
- 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.
Wednesday, August 12, 2015
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:
(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?
Tuesday, August 11, 2015
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
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."
Monday, August 10, 2015
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?
Friday, August 7, 2015
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!!
Thursday, August 6, 2015
Fifth Grade Fractions
Let's Talk Fifth Grade Fractions!
2. Watch the following video on standard 5NF from EngageNY Studio Talks located here: Click Here
3. Post One Comment about something new you learned, an important aspect of 5th grade fractions that other grade levels need to know or an instructional strategy/model that you would use to help solidify fractions in the 5th grade. Try and relate your new learning of 5th grade fractions to what you learned previously in grades 3 and 4.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about fractions thus far.
I can definitely say 5th Grade fractions seem to be where teachers struggle the most. Keep that in mind when dissecting the progression document and watching the video. Any ideas, suggestions or thoughts on how to make this any easier for both teachers and students based on your own experiences would be GREAT!
1. Begin by reading pages 11-14 of the Math Progression Document and look for new understanding and/or important aspects of fractions in the 4th grade. Please try and comment about a concept or new understanding from this document.2. Watch the following video on standard 5NF from EngageNY Studio Talks located here: Click Here
3. Post One Comment about something new you learned, an important aspect of 5th grade fractions that other grade levels need to know or an instructional strategy/model that you would use to help solidify fractions in the 5th grade. Try and relate your new learning of 5th grade fractions to what you learned previously in grades 3 and 4.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about fractions thus far.
Wednesday, August 5, 2015
Fourth Grade Fractions
Let's Talk Fourth Grade Fractions!
1. Begin by reading pages 6-10 of the Math Progression Document and look for new understanding and/or important aspects of fractions in the 4th grade.
2. Watch the following video on standard 4NF from EngageNY Studio Talks located here: Click Here
3. Post One Comment about something new you learned, an important aspect of 4th grade fractions that other grade levels need to know or an instructional strategy/model that you would use to help introduce fractions in the 4th grade. Try and relate your new learning of 4th grade fractions to what you learned about 3rd fractions from the video and/or progression document.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about 4th grade fractions and what you have learned or can use in your classroom.
1. Begin by reading pages 6-10 of the Math Progression Document and look for new understanding and/or important aspects of fractions in the 4th grade.
2. Watch the following video on standard 4NF from EngageNY Studio Talks located here: Click Here
3. Post One Comment about something new you learned, an important aspect of 4th grade fractions that other grade levels need to know or an instructional strategy/model that you would use to help introduce fractions in the 4th grade. Try and relate your new learning of 4th grade fractions to what you learned about 3rd fractions from the video and/or progression document.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about 4th grade fractions and what you have learned or can use in your classroom.
Tuesday, August 4, 2015
Third Grade Fractions
Let's Talk Third Grade Fractions!
1. Begin by reading pages 3-5 of the Math Progression Document and look for new understanding and/or important aspects of fractions in the 3rd grade.
2. Watch the following video on standard 3NF1 from EngageNY Studio Talks located here: Click Here
(The discussion on Fractions begins at 11:00min if you want to fast forward to just that section)
3. Post One Comment about something new you learned, an important aspect of 3rd grade fractions that other grade levels need to know or an instructional strategy/model that you would use to help introduce fractions in the 3rd grade.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about 3rd grade fractions and what you have learned or can use in your classroom.
1. Begin by reading pages 3-5 of the Math Progression Document and look for new understanding and/or important aspects of fractions in the 3rd grade.
2. Watch the following video on standard 3NF1 from EngageNY Studio Talks located here: Click Here
(The discussion on Fractions begins at 11:00min if you want to fast forward to just that section)
3. Post One Comment about something new you learned, an important aspect of 3rd grade fractions that other grade levels need to know or an instructional strategy/model that you would use to help introduce fractions in the 3rd grade.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about 3rd grade fractions and what you have learned or can use in your classroom.
Monday, August 3, 2015
Workshop Objectives:
- Gain an understanding of the fraction progression across Grades 3-5, informed by the Progressions for Common Core State Standards in Mathematics.
- Collaborate within and across grades levels to make connections and enhance instruction through the use of fractional coherence.
Things to Consider Throughout the Workshop:
- What
type of FOCUS do I need in my
grade level to help a student be successful with fractions?
- How
do we work together within AND across grade levels to ensure COHERENCE?
- How
do we maintain proper RIGOR
in our instruction including: Conceptual Understanding, Fluency, and
Application to help students master the understanding of fractions?
To Begin:
1. We will be working on dissecting the Numbers and Operations-Fraction 3-5 Progression Document in order to better understand the coherence of fractions across the grade levels. Please download this document and use it as a working document making your notes, clarifications and new leanings directly on it. (Click below)
2. Watch the short video clip of the Fractions Progression Overview: Click Here
3. Open the Google Doc "Fraction Progression" and complete the table by identifying the fractional standards that correlates to each descriptor. (The first box is done for you)
** If you have a google account you can "make a copy" of the chart and fill it in, if not print it and fill in.
Tuesday, June 23, 2015
Welcome!
Welcome to the Online Study of Fractions and Operations and how they progress through grades 3-5.
This workshops is designed to help you become more familiar with the instruction of Common Core Math Standards in the area of fractions and for you to be able to learn, share and collaborate with other teachers to better enable you to teach fractions.
Throughout this two week online study please feel free to share anything you have learned thus far and ask any and all questions so that everyone can learn together!
My name is Jessi Toepfer and I will be your facilitator for this online workshop. I currently work at O/N BOCES as the Math Specialist and I am here to help in any way I can.
My work contact information: Jtoepfer@onboces.org (716)-731-6800 ext. 3758
My email for this Blog is: Jccheer26@gmail.com
Please dont hesitate to contact me for anything that you may need!
The last date of this workshop is Sunday, March 13th, 2016. I will submit all certificates for 15 credit hours upon completion of all your posts by Monday, March 14th, 2016. If you have any required forms that need to be filled out for your district I will be happy to get those sent back to you ASAP. It is your professional responsibility to participate in the workshop to the best of your ability in order to receive the 15 credit hours of PD. I ask that you comment at least once on your own for each post I create and respond to a minimum of one other persons comment per post.
To create a profile you can click on comment and choose to sign in as (Sign In) and this will also connect you through your Gmail account so that your name will be shown. Some tasks that we will be completing will be done through google docs and forms so having a Gmail account is important but you can create a Google Account using any email address. (If you need any help creating a gmail account please let me know asap)
*School issued Gmail accounts are often blocked so you will have to use a personal Gmail Account
Please feel free to give any feedback to me throughout this course and there will be a final course evaluation given in order to help us better help you! Thank you in advance!
Jessi Toepfer
This workshops is designed to help you become more familiar with the instruction of Common Core Math Standards in the area of fractions and for you to be able to learn, share and collaborate with other teachers to better enable you to teach fractions.
Throughout this two week online study please feel free to share anything you have learned thus far and ask any and all questions so that everyone can learn together!
My name is Jessi Toepfer and I will be your facilitator for this online workshop. I currently work at O/N BOCES as the Math Specialist and I am here to help in any way I can.
My work contact information: Jtoepfer@onboces.org (716)-731-6800 ext. 3758
My email for this Blog is: Jccheer26@gmail.com
Please dont hesitate to contact me for anything that you may need!
The last date of this workshop is Sunday, March 13th, 2016. I will submit all certificates for 15 credit hours upon completion of all your posts by Monday, March 14th, 2016. If you have any required forms that need to be filled out for your district I will be happy to get those sent back to you ASAP. It is your professional responsibility to participate in the workshop to the best of your ability in order to receive the 15 credit hours of PD. I ask that you comment at least once on your own for each post I create and respond to a minimum of one other persons comment per post.
To create a profile you can click on comment and choose to sign in as (Sign In) and this will also connect you through your Gmail account so that your name will be shown. Some tasks that we will be completing will be done through google docs and forms so having a Gmail account is important but you can create a Google Account using any email address. (If you need any help creating a gmail account please let me know asap)
*School issued Gmail accounts are often blocked so you will have to use a personal Gmail Account
Please feel free to give any feedback to me throughout this course and there will be a final course evaluation given in order to help us better help you! Thank you in advance!
Jessi Toepfer
Introductions
Blog Conversations will all be done in this forum. In order to respond to my post you must comment at the bottom of the conversation. In order to reply to other people's comment you will hit "reply" under their comment.
To begin, please share with everyone your name, school district, title, background in education, experience thus far with Common Core Math and what you hope to accomplish by attending this online workshop.
To begin, please share with everyone your name, school district, title, background in education, experience thus far with Common Core Math and what you hope to accomplish by attending this online workshop.
Subscribe to:
Comments (Atom)