What do we need to know in order to be able to represent and interpret fractions? Chart ideas to refer to during the Protocol for LASW. There should be significant development of fraction sense prior to operating with fractions, including: working with different models for fractions, exploring part/whole relationships and other types of fraction representations. Types of fraction representations: Ratios Percents Fraction of a Region Probability Decimals Measurement on a number line Operations with Fractions (division) Clocks (time measure, degree measure) Proportion (common denominators, common numerators) Literal translation (story, event) How do the ways in which children learn to represent and interpret fractions relate to the ways in which they understand whole numbers? Relating Content to the Three C’s Theme: Students need experience in defining the unit based upon a problem context. Teachers should discuss what decisions are involved in the process of defining the unit. How do these decisions affect what results as a solution to the problem? Both of the problems in this session involve defining a unit and then stating an answer as a result of the defined unit. Part II: Math Metacognition Approximate Time: 25 minutes Grouping: Group Problem: The source of the problem used for this session is a multiple-choice MA DESE Released Test Item from the 2006 Grade 5 MCAS.
What do we need to know in order to be able to represent and interpret fractions? Chart ideas to refer to during the Protocol for LASW. There should be significant development of fraction sense prior to operating with fractions, including: working with different models for fractions, exploring part/whole relationships and other types of fraction representations. Types of fraction representations: Ratios Percents Fraction of a Region Probability Decimals Measurement on a number line Operations with Fractions (division) Clocks (time measure, degree measure) Proportion (common denominators, common numerators) Literal translation (story, event) How do the ways in which children learn to represent and interpret fractions relate to the ways in which they understand whole numbers? Relating Content to the Three C’s Theme: Students need experience in defining the unit based upon a problem context. Teachers should discuss what decisions are involved in the process of defining the unit. How do these decisions affect what results as a solution to the problem? Both of the problems in this session involve defining a unit and then stating an answer as a result of the defined unit. Part II: Math Metacognition Approximate Time: 25 minutes Grouping: Group Problem: The source of the problem used for this session is a multiple-choice MA DESE Released Test Item from the 2006 Grade 5 MCAS.
MLC11.docx