Kevin McLeodConnie LaughlinHank Kepner

Beth SchefelkerMary Mooney

Math Teacher Leader Meeting, March

The Three R’s of Mathematical Practice #8

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.

Learning Intention

We are learning to deepen our understanding of “Look for and Express Regularity in Repeated Reasoning”

To understand CCSS Math Practice #8

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.

LaunchThink of a fraction and write it on

the post-it note.How could you find an equivalent

decimal to the fraction you chose?

Share some similarities and differences of your fractions.

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.

Looking at a Content Standard

Read 8.NS.1

Highlight some phrases that connect to the launch.

How did your table discussion help you understand this content standard?

Grade 8 The Number System

Know that there are numbers that are not rational and approximate them by rational numbers.

8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert to decimal expansion which repeats eventually into a rational number.

Success Criteria

We will be successful when we can explain a relationship of a repeating decimal to the denominator of the corresponding fraction.

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.

Explore

What is 1/7 as a decimal?

Your table will be exploring a fraction.

Prepare a poster that shows the process used to change your fraction into a decimal.

.

Let’s Summarize What We See…

Fraction Decimal

1/7 0.1428571428…

2/7 0.28571428571…

3/7 0.42857142857…

4/7 0.57142857142…

5/7 0.71428571428…

6/7 0.85714285714…

Have we met the content standard?

Reread the Content Standard

What have we shown?

How have we shown it? Really?

Standard for Math Practice #8

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal.

Dipping in on table conversations

What were some questions came up at your table as you worked?

What questions might your students have as they engage in this task?

Apply

For a given fraction, how can you tell the maximum length of the repeating part of the decimal?

Try 11ths or 13ths.

Standard for Math Practice #8Look for and Express Regularity in

Repeated ReasoningIn what ways can you connect the

tasks today to the title of the Standard?

Your feedback please….Thinking about the opportunities you have to work with teachers in the classroom, as well as outside the classroom, in what ways have you engaged teachers in understanding the Standards for Math Practice?