Welcome Back!
5th Grade Planning
*Please make a fraction kit while we wait for everyone to arrive.*
December 2, 2014
8:00 – 10:45 am
Survey Results: Focus for Today
Focus on Instruction: A
Integrate PUSD Units few math experiences
and Math Expressions together, 1 in-depth
6 lesson, plan to co-teach
5 6
4 5
3 4
3
2
2
1 1
0 0
1st Choice 2nd Choice 3rd Choice 4th Choice 1st Choice 2nd Choice 3rd Choice 4th Choice
Navigate Math Expres-
sions: "Flip" the in- Build Math Content
struction Knowledge
6
6
5
5
4 4
3 3
2 2
1 1
0
0
1st Choice 2nd Choice 3rd Choice 4th Choice
1st Choice 2nd Choice 3rd Choice 4th Choice
Survey Results: Current
Curriculum
What ME unit will you What math content will you
be teaching? be teaching?
4.5
4
3
2
1.5
0 0
What math content do you
want to focus on?
4.5
3
1.5
0
Guiding Questions for
Today
What are the 5th grade CC content standards for
multiplying and dividing fractions?
How does the SBAC assess understanding of these
standards?
What experiences does Math Expressions offer?
How might we integrate Math Expressions and the
PUSD Units to enhance student understanding?
Is there a lesson we would like to co-teach?
Let’s use the Canvas Page!
• What do we want to put on the
page?
• How might we make it a tool for
collaboration?
How will students be held
accountable on the SBAC?
SBAC Practice Item
How many squares with a side length of 1/4 m are
needed to tile this rectangle?
¼m
¼m
5NF.4b Find the area of a rectangle with fractional side lengths
by tiling it with unit squares of the appropriate unit fraction side
lengths, and show that the area is the same as would be found by
multiplying the side lengths. Multiply fractional side lengths to
find areas of rectangles, and represent fraction products as
rectangular areas. Lessons 4, 6
SBACish Practice Item
If you covered
this rectangle
completely with
stickers with a
side length of
1/100, how 12/100
many stickers m
will cover the
whole shape?
5/100
5NF.4b m with fractional side lengths
Find the area of a rectangle
by tiling it with unit squares of the appropriate unit fraction side
lengths, and show that the area is the same as would be found by
multiplying the side lengths. Multiply fractional side lengths to
find areas of rectangles, and represent fraction products as
rectangular areas. Lessons 4, 6
SBACish Practice Item
What is the area of this rectangle?
1/3 in
1/4 in
5NF.4b Find the area of a rectangle with fractional side
lengths by tiling it with unit squares of the appropriate
unit fraction side lengths, and show that the area is the
same as would be found by multiplying the side lengths.
Multiply fractional side lengths to find areas of
rectangles, and represent fraction products as
rectangular areas. Lessons 4, 6
SBACish Practice Item
Lucy is making a bracelets. She has 3 feet of
string. Each bracelet requires 1/4 feet of string.
Write an equation to find the number of bracelets
she can make.
Calculate how many bracelets she can make.
5.NF.7c Solve real world problems involving division of unit
fractions by non-zero whole numbers and division of whole
numbers by unit fractions, e.g., by using visual fraction models
and equations to represent the problem. For example, how much
chocolate will each person get if 3 people share 1/2 lb of
chocolate equally? How many 1/3-cup servings are in 2 cups of
raisins? Lessons 10-14
Models Offered in Math Expressions
TE pages 187BB – 187HH
How do these models compare to those detailed in
the CC Progressions and on the SBAC practice
items?
Are there any gaps we need to fill?
Give yourself a brief tour of chapter 3.
• What do you notice?
• What is the overall instructional style offered in
the book: teacher shows – students practice;
students explore – teacher asks questions…?
A Perspective on Textbooks: An
argument for professional decision
making (Phil Daro)
• Each lesson is written for 5 different teacher “types”
or perspectives.
• A lesson was never intended to be taught in its
entirety.
• Publishers anticipate you will use what fits into your
perspective.
You know more than the publisher. Trust
yourself to make informed curriculum decisions.
PUSD Unit of Study
ME Chapter 3, Multiply and Divide Fractions
Pathway:
• My Connect
• Math Central
• Units of Study
• 5th Grade
• Unit 3
Give yourself a brief tour of the unit.
How can we connect our understanding of multiplying whole
numbers to multiplying fractions?
Jobs
• Standards Tracker
– What standard/s is/are addressed in each lesson?
• Note-Taker on GoogleDocs
– What ideas and adjustments did we discuss?
• Time Keeper
• Task Master
Other areas of focus/expertise:
• Homework
– What would be appropriate homework for each lesson?
• Differentiation
– How might we differentiate the lesson?
ME Unit 3:
Multiplication and Division with
Fractions
Big Idea 1: Multiplication with Fractions
Lesson 1: Basic Multiplication Concepts
Lesson 2: Multiplication with Non-Unit
Fractions
Lesson 3: Multiplication with Fractional
Solutions
Lesson 4: Multiply a Fraction by a
Fraction
Lesson 5: Multiplication Strategies
Lesson 6: Multiply Mixed Numbers
The District Instructional Leaders replaced
Lesson 1 with an investigation.
(This might be a good lesson to co-teach.)
Whole Numbers Fractions
Statements to Explore (Always true, Never (Always true,
True, Sometimes Never True,
True) Sometimes True)
1. Multiplication is the
same as repeated
addition.
2. Times means
“groups of.”
3. A multiplication
problem can be shown
as a rectangle.
4. You can reverse the
order of the factors and
the product stays the
same.
5.You can break
numbers apart to make
multiplying easier.
6. When you multiply
Lesson 2
• Since the DILs left it as is in ME . . .
– As a critical connoisseur of curriculum,
what are your thoughts?
Lesson 3
Let’s discuss . . .
Will the students be ready to work with a new model (area model) at this
point?
If so . . .
• How might we make the rectangle area model more understandable?
• How might we modify Farm Fractions to make it more of a problem
solving experience?
If not . . .
• What additional modeling experiences will they need with the number
line?
• How might the commutative property support students when looking at
the number line experience on TE 205 (student book 74)
• How might working with fraction strips enhance student access to
multiplying a fraction by a whole number?
• What additional number talks might help students find patterns and
relationships?
Lesson 4
• How might the use of fraction strips
enhance the experience in Activity 1?
• How might the “Reflect and Generalize”
problems be usable as a number talk?
• How might we use fraction strips to solve
problems similar to those in Activity 2 and
guide students toward a generalization
about multiplying a fraction by a fraction?
Additional
Experience
Recommende
d by the
District
Instructional
Leaders
Might be a
good lesson
to co-teach.
Lesson 5
What is the focus standard in this lesson?
Which parts of this lesson can we weave together into a cohesive opportunity for thinking deeply about
mathematics?
What parts can we leave out?
Activity 1: Think about Simplification
How might we turn this into an experience where students
“uncover” these methods before we label them?
– Unit Fraction Method
– Multiply and then Simplify Method
– Simplify and then Multiply Method
Activity 2: Solve Multiplication Problems
– How might we turn this into an opportunity for
students to make decisions about how they are
multiplying and simplifying the problems?
Lesson 6: Multiply and Divide Mixed
Numbers
• What is the key standard in this lesson?
• What makes sense to use from the book and from
the PUSD unit to give students a powerful
mathematical experience?
• How else might we engage students in the
mathematics so they can construct
understanding?
ME Unit 3:
Multiplication and Division with
Fractions
Big Idea 2: Multiplication Links
Lesson 7: Relate Fraction Operations
Lesson 8: Solve Real World Problems
Lesson 9: Make Generalizations
Lesson 7: Relate Fraction
Operations
The DILs recommend skipping this lesson.
Differentiation Intervention (Activity Card 3-7, TE
p. 241): Predict and Verify . . . Quite an interesting
investigation. Might be worth exploring.
The Challenge activity is also fairly interesting and
definitely challenging.
Lesson 8: Fraction Word Problems
• What is the key standard in this lesson?
• How might having students write word problems
support their thinking?
• How might a problem sort (greater than ___, less
than ___) support their thinking?
• How might using a visualization, representation,
and sense-making protocol support their thinking?
• How might the Trail Mix problem provide a rich
context for thinking about operations with
fractions in-context?
• Look at the Differentiation Challenge Level (TE
253)
The Trail Mix Problem
How much of each ingredient will you need to feed the exact
number of students in your class?
Trail Mix
Trail mix is a healthy snack food. It got
its name from hikers and backpackers
who ate it on their journeys.
You will need:
½ cup raisins
¾ cup peanuts
2/3 cup granola
½ cup dried fruit
2 tablespoons sunflower seeds
¼ cup M&Ms
Combine ingredients in bowl. Mix well.
Scoop into baggies for a snack on the go.
Serves 6
Lesson 9: Make
Generalizations
• What is the key standard in this
lesson?
• How might we turn this into a rich
math experience? (Could we design
a game?)
• What number talk would lay a
foundation for thinking about scale
factors?
ME Unit 3:
Multiplication and Division with
Fractions
Big Idea 3: Division with Fractions
Lesson 10: When Dividing is also
Multiplying
Lesson 11: Solve Division Problems
Lesson 12: Distinguish Multiplication
from Division
Lesson 10: When Dividing Is Also
Multiplying
• What if we paralleled our
introduction to multiplication by
doing the same investigation with
division . . .
– In Lessons for Multiplying and Dividing
Fractions by Marilyn Burns: Chapter 8,
Introducing Division of Fractions, p. 75
Whole Numbers Fractions
Division Statement (Always true, (Always true,
Never True, Never True,
Sometimes True) Sometimes True)
1. You can solve a
division problem by
subtracting.
2. To divide two
numbers, a ÷ b, you can
think, “How many bs are
in a?”
3. You can check a
division problem by
multiplying.
4. The division sign (÷)
means “into groups of.”
5. The quotient tells
“how many groups”
there are.
6. You can break the
Whole Numbers Fractions
Division Statement (Always true, (Always true,
Never True, Never True,
Sometimes True) Sometimes True)
7. Remainders can be
represented as whole
numbers or fractions.
8. If you divide a
number by itself, the
answer is one.
9. If you divide a
number by one, the
answer is the number
itself.
10. You can reverse the
order of the dividend
and the divisor, and the
quotient stays the same.
Back to Lesson 10
• What is the key standard?
• What parts of the lesson support that standard?
• How can we modify the lesson so it is engaging
and allows students to construct conceptual
understanding?
• How might fraction strips help?
How might Division Patterns (p. 84) and The
Quotient Stays the Same (p. 97) support the key
ideas in this lesson? (Multiplying and Dividing
Fractions by Marilyn Burns)
Lesson 11: Solve Division
Problems
• Activity 1: The “describe a situation”
problems are interesting. How might we
make them even more interactive? (Perhaps
have a student write a situation and another
student has to figure out the problem that
goes with it . . . Kind of like a riddle.)
• Activity 2: How might we make this page of
problems more interesting? (Use the “less is
more” principle)
Lessons 12 - 14
• What are the important elements of
each lesson according to the content
standards?
• What is important to teach and what
can be cut?
• How might we make the lessons
more interactive and meaningful?
