Transcript fraction for child

Welcome to …
TODAY’S AGENDA
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Cinnamon Rolls
BREAK
SEC Survey
LUNCH
Fraction Tracks
Math Camp Brain Challenge
BREAK
Extending Children’s Thinking
Fractions Walk-Across
SMP Reflections
Cinnamon Rolls
Break Time
Survey of Enacted Curriculum
Lunch
Fraction Tracks
Brain Challenge #1
Remove one toothpick to leave only three squares.
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Brain Challenge #2
Make the fish swim in the opposite direction by
moving 3 toothpicks.
Brain Challenge #3
Fill in the squares using the numbers 1, 2, 3, 4, 5, 6,
7, 8, and 9 so that each equation is true. Use each
digit exactly once.
5+4=9
8–1=7
3x 2=6
Brain Challenge #4
Make the pyramid turn upside-down so that the tip
of the pyramid is pointing downward by moving a
maximum of three of the colored circles.
Brain Challenge #5
How do you write the number 100 only using the
number 9?
By Fractions: 99+(9/9)=100
Brain Challenge #6
5, 30, 150, 600, 1,800
____ , 3,600, 3,600
Brain Challenge #7
Cameron ate 3 slices of pizza. Samantha ate 2 slices
of pizza. There are 8 slices in a pizza. What fraction
of the pizza did Samantha eat? What fraction
remains?
Brain Challenge #8
Eight children want to share a chocolate bar so that
everyone gets the same amount.
How many 1x1 pieces does each child get?
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Brain Challenge #9
• Three 7th grade students all got their test grades back from their teachers on Friday.
Determine their test grades, last names, and teachers.
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Test grades- 100, 80, 50
Students- Abby, Alison, Adam
Last names- Anderson, Grey, Smith
Teachers- Mrs. Boggs, Mrs. Hui, Mr. Sharp
1. Adam failed, but he does not have either of the female teachers.
2. The Anderson student made 100 and is not male.
3. Mrs. Hui enjoys having Alison in her class, but the student with the last
name Anderson was not enrolled in her class.
4.The student with the last name Grey is female.
Answer:
Abby Anderson
100
Mrs.Boggs
Adam Smith
50
Mr. Sharp
Alison Grey
80
Mrs. Hui
Brain Challenge #10
The following shapes
equal the numbers
1,2,4,and 6.
Can you find which
symbols match up with
which numbers so that
these two math problems
both work?
Brain Challenge #11
A farmer counts 70
heads and 200
legs. How many
chickens and pigs
does he have?
Let c represent the number of
chickens and p represent the
number of pigs.
Since chickens and pigs have one
head each, 70 heads = c + p.
Since chickens have 2 legs and pigs
have 4 legs, 200 legs = 2c + 4p.
Subtracting twice the first
equation (140 = 2c + 2p) from the
second, we get
60 = 2p or p = 30 pigs
Rewriting the first equation as c =
70 - p, we get c = 40 chickens.
Brain Challenge #12
My daughter is twice
as old as my son and
half as old as I am. In
twenty-two years my
son will be half my
age. How old is my
daughter?
Let us assume my daughter is age
x. In 22 years time my son will be
(x/2 + 22) and I will be (2x + 22).
Since he will be half of my age at
that time,
x/2 + 22 = 1/2 (2x+22)
Multiplying both sides by 2
x + 44 = 2x + 22
My daughter is 22 years old.
Brain Challenge #13
How can you add
eight 8's to get
the number
1,000? (only use
addition)
888 + 88 +
8+8+8=
1,000
Brain Challenge #14
Can you find
the fifth term in
the following
series?
77, 49, 36, 18, ...
Answer: Each term consists of the
first digit of the preceding term
multiplied by the second digit of
the same term. Thus,
49 = 7 x 7
36 = 4 x 9
18 = 3 x 6
Hence, the fifth term is 1 x 8 = 8.
Brain Challenge #15
Solve:
(x-a)(x-b)(x-c)(x-d)…(x-z)
Answer: 0
Because (x-x) is part of the expression and
equals 0, therefore anything multiplied by 0
is 0.
Break Time
Task
• Use individual think time to work on the tasks
1. 3 children want to equally share 6 ½ peanut
butter sandwiches, with no leftovers. How
much can each child have?
Discussion of Task
• What thinking and strategies did you use to
solve the problem?
Extending Children’s Mathematics
• Read pages 29 – 31 in ECM.
• Work the problems assigned to your group.
• Keep track of your thinking and the strategies
you use to solve the problems.
• Be prepared to share whole group.
Walk-Across Groups
Group 1
Group 2
Group 3
Rebecca Nottke
Heidi Rosekelly
Lisa Simon
Megan Burch
Sarah Cassel
Char Claus
Becki Webster
Andrea Berlin
Tammy Didion
Erin Coles
Dana Pitcher
Lorna Robbins
Janelle White
Mary Towns
Thomas Borton
Group 4
Group 5
Group 6
Jami White
Terren Paine
Holly Blanton
Deb Coffey
Robin Meyers
Cindy Souter
Linda Poggiali
Sarah Roth
Jackie Betzel-Conrad
Kathy Fulkerson
Sharon Ruggles
Hilaria Walton
Kendra Schweck
Mary Doerner
Jacqueline McClune
Develop a Walk-Across for Fractions K-5
Assignment: What is a “Walk Across for
Fractions?” It’s a focused look at mathematical
connections in the CCSSM:
1) You will demonstrate what connections you
can see in the standards across the domains
and grade levels.
2) You will explain how a standard connects
with prior and/or subsequent standards
regarding students’ development of fractional
understanding?
Develop a Walk-Across for Fractions K-5
FIRST: To begin, you should give attention to each standard, regardless of domain, and
consider whether or not it pertains to ones understanding of fractions. You should only
include standards that DO pertain to either development of pre-fraction ideas or directly to
fractions themselves. You may find many standards not in the fraction specific CCSSM
domain that also act to build fraction sense.
SECOND: Once you find connections among standards, articulate an explanation of how
they are connected. Do some standards prepare students for future standards? How so?
Show what students would be doing and thinking in one standard and explain how that
doing and thinking prepares them to do and think about future mathematics. When
explaining connections among standards use the names (for example 3.G.2).
THIRD: There is a large creative element to this task. You may display and explain the
connections in any creative media you choose. It can be as formal as a word document,
excel sheet, or power point. Or as informal as a large scale painting, video, or drawings.
The only delimiters that must be satisfied are 1) and 2) above. That will most likely require
text or comments in some form or another.
Time of Reflection
Take a few moments to reflect on SMP’s
connected to the content tasks we did today.
-- Name of the task and related SMP’s
-- Evidence for the chosen SMP’s
-- Jot down how you contributed to our shared
community of professionals and what
mathematical and/or pedagogical knowledge
you are taking away from today.
Stay Safe
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