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 IS IT FAIR?A VDOE SPONSORED MSP PROFESSIONAL DEVELOPMENT OPPORTUNITY THROUGH GEORGE MASON UNIVERSITY

SPEAKER NAME SPEAKER NAME SPEAKER NAME

Sherri Dezort Janesa Gallager Catherine Hwang

Fairfax County Fairfax County Fairfax County

COMPLETE, GMU COMPLETE, GMU COMPLETE, GMU

SPEAKER NAME SPEAKER NAME SPEAKER NAME

Moonhee Kang Terry Orlando Amy Pitaro

Fairfax County Fairfax County Fairfax County

COMPLETE, GMU COMPLETE, GMU COMPLETE, GMU

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Is it Fair?Is it Fair?Question: Question: 4 children want to share 5

brownies equally. How much does each child get? Show as many ways as you can. Each

person will get _____________

Extension: Extension: 8 children shared 10 brownies to share equally.  They think they have more than the other group, but they are not sure.

 What do you think?

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Learning goals: •students will understand that fractions are an equal part of a whole•They will understand that there is more than one way to share something equally•Students will be able to collaborate to determine solutions to a problem•Use their prior knowledge of equal parts to expand their thinking in a different way

Misconceptions:•How to name the fractions•How to deal with “leftover” brownie pieces•How to add/combine fractions together

Vertical Connections:•Second grade doesn’t teach mixed numbers•Lesson taught at the end of the unit for second grade; taught at the beginning of the unit for third and fourth grades•All grade levels had difficulty naming the fractions

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ENGAGE•Read Eating Fractions•Have students complete a word splash sharing what they know about fractions•Have a discuss with students:

– What schema do you have?– What tools might you use?

• Brainstorm list on the board– Power Strategies

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EXPLORE•Students begin task independently.•Jot thoughts on what tools might work and what they are going to do•Students are assigned groups•Work collaboratively with their group to discuss strategies and solve the problem•Prompts:

– What are you trying to find out?– Can you use words to help me understand your

thinking?– How many people are sharing the brownies?– What fraction will you write to show their share?

EXPLAIN the Different Models

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Five children share 4 brownies equally.

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ELABORATE•Students return to whole group to discuss group results

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EVALUATE

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Sharing the outcomes: Ideas: How did your task engage students in doing mathematics?

•Meaningful task to the students•Flexible thinking•Persistent•Choice of manipulatives•Application of manipulatives•Building connections between strategies shared by peers

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REFLECTION

What modifications?•Introduce the geoboards before lesson•Add “act it out” to the strategies chart•Smaller groupings of students if possible•Could be a two-day lesson if needed•Student/self advocacy in a small group settingRelated problems?•When revisiting mixed fractions or at the end of the fraction unit, students could work through extension problemWhat did you learn about teaching and assessing this concept?•Looking at all the fraction pieces together and connecting it to multiplication•Listening to students and working through strategies that we don’t understand•Different types of manipulatives that students can use to solve fraction problems•Management of the lesson