Fractions and Numerical Fluency

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Fractions and Numerical Fluency
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Goals Purposes

• Increase teacher knowledge regarding the
  refinements of the TEKS relating to numerical
  fluency.
• Increase teacher knowledge of composing and
  decomposing numbers.
• Increase teacher knowledge of rational numbers.
• Develop an understanding of the use of
  metacognition in problem solving.

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Solve the Following Problem

• Think about the strategy/strategies you used to
  solve the following problem.
• Yesterday I baked my family a 9x13 pan of
  brownies. I cut the brownies in individual
  servings. Russell took ½ of the brownies, Chris
  took 1/3 of what was left, Natalie took ¼ of what
  was then left in the pan. An hour later Chris
  came back and took two more brownies, leaving one
  brownie for me. How many individual pieces did I
  cut the brownies into to begin with?

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Write down your thought processes as you solve
the following problem.
Explain how you derived your answer(s)?
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How Did You Solve the Problem?

• Share your strategies with your neighbor.
• Share your strategies with the whole group.

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TEKS

• Each group will be assigned a grade level.
• Identify the TEKS in your grade level (K-5) that
  students must master in order to have success in
  solving this 5th grade problem.
• Are there any refinements that need to be
  identified? Add refined TEKS needed to teach this
  concept to the poster board.

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Development of FractionsWhere and How Do We See
Fractions?Importance of the Whole
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Referents

• Reference points of 0, ½, and 1
• Fraction Estimators
• How Big Am I?

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Solve the Following Problem

• Think about the strategy/strategies you used to
  solve the following problem.
• 2/4, 3/6, 4/8, and 5/10 are all equivalent to
  1/2. What is the relationship between the
  numerator and denominator in each fraction?
  Explain why they are equivalent to 1/2.

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Write down your thought processes as you solve
the following problem.
Explain how you derived your answer(s)?
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TEKS

• Each group will be assigned a grade level.
• Identify the TEKS in your grade level (K-5) that
  students must master in order to have success in
  solving this 5th grade problem.
• Are there any refinements that need to be
  identified? Add refined TEKS needed to teach this
  concept to the TEKS Refinement Wall.

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Building Foundations for Mathematics

• Numerical Fluency Defined!

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Mingle to Music

• Stand with mind map and a writing utensil.
• When the music begins, walk around the room with
  your paper.
• When music stops, freeze and turn to the person
  closest to you.
• If you do not have a partner, raise your hand and
  walk to another person raising his/her hand.
• Each partner shares his/her mind map. As you are
  listening, add ideas you did not have on your
  mind map.
• Tell participants they will have 2 minutes each
  (total of 4 minutes) to share and add to mind
  map.
• When the music begins again, thank your partner
  and walk around the room again.
• Continue this process two more times.

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Building Foundations for Mathematics

• Numerical Fluency Defined!

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What Are the Next Steps?