Class Summary October 6th

Maryem Mesrop

Walking Gallery

Taking up homework

Questions that came up while marking the homework;• We were not sure what the expectation was, story

not story?• Quantity over quality?• What does it mean to be effective? Concise?• What qualified under thinking? Knowledge?

Communication? Application?

Division of Fractions

• Assignment; Craft a word problem that involves the

division of fractions (the denominator of the divisor cannot equal one)

Example that my group came up with;

There was a baker named Johnny who was hurrying up to close his

restaurant. A large group walked in, 3 boys and 3

girls, and they all ordered an apple pie.

Johnny has no pies left, so he must bake them all. Johnny sees he only

has 3 apples left ,he needs half an apple to bake a pie, can he feed the customers? Explain

yourself.

Ribbon Question • You have 6m of ribbon. Each bow requires 5/6 of a

meter. How many bows can you make? How much is left over?

• We had to come up with different possible student responses

Different answers on PowerPoint (using notebook and splitting up screen)

Some answers didn’t match;

What would we do if students in our classrooms had solutions different than ours but still correct?

• 7*1/6, 7*1/5, 7*1/36 – Different correct answers to the same problem

• This is interesting because it is something we can anticipate while teaching

• We discussed; how many students had same answer, went back to authors of different questions to clarify, different terminology (flip and multiply) and curriculum, teaching strategy

Homework

• Write up a formal lesson plan pertaining to the in class lesson on fractions.

Why are Students so bad at Fractions?• http://mathmindsblog.wordpress.com/2014/09/13/

student-work-with-fractions/

• http://www.resourceaholic.com/2014/08/fractions.html

• http://www.greatmathsteachingideas.com/2010/07/04/thoughts-on-why-struggle-to-understand-fractions-and-proportion/