part 2: division of fractions balancing procedural and conceptual knowledge
DESCRIPTION
Part 2: Division of Fractions Balancing Procedural and Conceptual Knowledge. Tuesday December 13, 2011 Common Core Leadership in Mathematics (CCLM). CCLM. Learning Intentions. Deepen conceptual understanding of division of fractions. Unpack the CCSS standards about division of fractions. - PowerPoint PPT PresentationTRANSCRIPT
Part 2: Division of FractionsBalancing Procedural and
Conceptual Knowledge
Tuesday December 13, 2011Common Core Leadership in
Mathematics (CCLM)
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Learning Intentions
Deepen conceptual understanding of division of fractions.
Unpack the CCSS standards about division of fractions
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Success Criteria
We will know we are successful when we can
Justify our thinking when dividing fractions using reasoning and models.
Clearly explain and provide examples for specific CCSS-M standards
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Components of Complete Understanding of Division
Estimate the answer
Think about related
operations
Draw a diagram
Write an equation
Use a strategy or algorithm Division
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Let’s Check Our Understanding
Estimate
Greater than 5? Equal to 5? Less than 5?
435
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Task : Popcorn Party #3
Serving Size: 3/4 cup of popcornHow many servings can be made from: Individually solve each problem using reasoning and
models (don’t forget the tape diagram). As a group, take turns and share your reasoning
6 cups of popcorn 2 1/4 cups of popcorn 5 cups of popcorn
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Now It’s Your turn
In pairs, solve each problem using reasoning and models (don’t forget the tape diagram).
How many ¾ cups servings of popcorn are in 4 ¼ cups of popcorn?
A serving is ½ of a cookie. How many servings can I make from 3/8 of a cookie?
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Computational Procedures
What procedure do you use to divide fractions?
Write an example of it on your slate.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Two Procedures for Division of Fractions
The common denominator method
Invert and Multiply
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
The Common Denominator Method
Have you ever used this?
Does it always work? Make up division problems to decide when you can use this algorithm.
123
124
41
31
121234
31134
134
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Two Procedures for Division of Fractions
The common denominator method
Invert and Multiply
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Invert and Multiply Method
Have you ever used this?
871
815
25
43
52
43
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Why can we “invert and multiply”?
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Discuss this question with your shoulder partner. Record your answer on your slate
Share your answer with the whole table.
Sample student work
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Division of Fraction Standard
Examine 6.NS.1
Reread this standard. Do the examples and tasks make more sense to you now?
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Short Readings Homework
Grade 3 2nd narrative p. 21Grade 4 2nd narrative p. 27Grade 5 1st narrative p. 33Grade 6 2nd narrative p. 39
What did you notice? Give some examples of key advances from one grade to the next.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year
Success Criteria
We will know we are successful when we can
Justify our thinking when dividing fractions using reasoning and models.
Clearly explain and provide examples for specific CCSS-M standards
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year