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Math CAMPPP 2012Breakout Session 2

Gr. 9-12

Session Goals

Participants will have the opportunity to explore and discuss

• Representations and meanings of fractions• Connections to secondary curriculum• Related Gap Closing resources• Reasons students struggle with fractions

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Group Norms

• All ideas will be listened to carefully and responded to respectfully.

• Everyone will have a voice.• All questions and comments will be presented

with the intent to move the collective forward.• Clarifying questions are welcome.• Everyone will engage fully in the moment.

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Scary Stories

• Think of a story from your personal teaching experience involving student misconceptions about fractions

• Inner/Outer Circle – share stories

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10 minutes

Meanings and Connections

Individually….

•Choose a fraction, and represent it in as many different ways as you can•Think of two problems from secondary math that feature THAT fraction.

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Discussion

• Find two people with the same fraction as you

• Share meanings and problems• Post to curriculum wall

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Gap Closing

Watch This Clip

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Gap Closing - Organization

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Exploring GAP Closing

• Make Gap Closing GroupsFractions Subtopics

1) Comparing

2) Adding Fractions

3) Subtracting Fractions

3) Multiplying Fractions

4) Dividing Fractions

5) Relating Situations to Fraction Operations

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Explore, Discuss, Summarize

• Explore materials for your topic(s)– Reasons students struggle (FG)– Diagnostic (SB, FG)– Interventions (SB, FG)

• Create a summary sheet (chart paper) of key ideas and tips for secondary teachers.

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Sharing our Insights

• Jigsaw– Number off in your groups (1-6)– Regroup

• Gallery walk – 5 minutes / group

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5 minutes

Reflection…

• Think back to your scary fraction story…

• How might you help this student?

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Slope and Fraction Meanings

Review the Pancake Problem.

•What fraction meanings do you see in this problem?•How do they connect to each other?

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Reflect and Predict

• How did secondary students respond to the following questions?

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Question One:

On an assignment, Jaime received the following scores:

Section A: Section B: Total:

Jaime was confused, because using what she knew about

fractions, she didn’t think that

How would you explain this to Jaime?

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64

43

107

107

43

64

Question Two:

Show what you know about and

Use different representations to communicate your ideas.

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x32

32x

Question Three:

Give a real life example of a problem where the solution could involve dividing by ½.

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Question Four:

What do you know about ?

Use diagrams, numbers, algebra, words etc. to communicate your ideas.

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xx 1

Question Five

Create one sentence that  makes sense that includes ALL of  these words and numbers:

Improper, fraction, simple, challenging, 8

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Making Predictions

What misconceptions might students have when doing these questions?

Make some predictions.

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Exit Card

What have you noticed / learned?

What are your lingering wonderings?

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