What are we counting? What is the whole? Remember to use talk moves Neriage ~ Understanding the mathematics in the problem (10 minutes) At this time the teacher will a mathematical model of fictional Charlie’s work on the board for students to analyze. The teacher will ask the student to discuss what each of the representations means to them. Then allow the students to share and the teacher will ask the following question: “So when we say 3/6 in this model, what is our whole?” (Expected student response: ¾ pan of brownies) “So when we say 3/8 in this model, what is our whole?” (Expected student response: 1 whole pan of brownies) “When Charlie said 3/6, what is the (Expected student response: The whole is 3/6 of ¾ pan of brownies) “When Charlie said 3/8, what is the whole?” (Expected student response: The whole is 3/8 of 1 pan of brownies) “So is it correct to say it is 3/6 of a pan of brownies?” No, because it is only correct if you say 3/6 of ¾ pan of brownies. “So, what do we know about wholes when discussing fractional parts?” Wholes can change You have done some excellent thinking today. This is a very difficult concept. You have done some great
What are we counting? What is the whole? Remember to use talk moves Neriage ~ Understanding the mathematics in the problem (10 minutes) At this time the teacher will a mathematical model of fictional Charlie’s work on the board for students to analyze. The teacher will ask the student to discuss what each of the representations means to them. Then allow the students to share and the teacher will ask the following question: “So when we say 3/6 in this model, what is our whole?” (Expected student response: ¾ pan of brownies) “So when we say 3/8 in this model, what is our whole?” (Expected student response: 1 whole pan of brownies) “When Charlie said 3/6, what is the (Expected student response: The whole is 3/6 of ¾ pan of brownies) “When Charlie said 3/8, what is the whole?” (Expected student response: The whole is 3/8 of 1 pan of brownies) “So is it correct to say it is 3/6 of a pan of brownies?” No, because it is only correct if you say 3/6 of ¾ pan of brownies. “So, what do we know about wholes when discussing fractional parts?” Wholes can change You have done some excellent thinking today. This is a very difficult concept. You have done some great
reviesedlessonstudy9.docx