Multiple Groups Problems Meeting Developed by Joe Bysiek with collaboration of Crown Point teachers

First Thought  It came up what about the student who can’t “break things” into equal sized pieces.  Students need to be able to decompose and recompose whole numbers first.

For Example:  Where would 6 fall on this number line? Can a student complete the task accurately WITHOUT making all the marks?

Can you Explain?

Fifth Grade problem

Multiplying and Dividing Fractions Grade 6  Meets the 3s and the 2s

Multiplying and Dividing Fractions Grade 5  Fits all the 3s  Fits all the 2s

Adding and Subtracting Fractions Grade 5  Score 3 Solve word problems involving the addition and subtraction of fractions referring to the same whole, including cases of unlike denominators  Any of the scores 2

Adding and Subtracting Fractions Grade 5  Score 3: Solve word problems involving the addition and subtraction of fractions referring to the same whole.

4 th grade Problem  A teacher wants to give 8 students 1 ¼ candy bars. How many candy bars does she need?

4 th Grade Multiplying and Dividing  Hits all portions

4 th Grade Fractions  Does not meet

Adding and Subtracting Fractions  Hits all score 3s except Add fractions with denominators 10 and 100..

3 rd Grade Problem  There are 4 sandwiches for 6 children to share. How many sandwiches does each child get?

Fractions  Score 3:  Express whole numbers as fractions

Foundations of Fractions

What I learned (Thank you!)  The importance of the numerator and denominator  Why with a mixed number we divide by the denominator  Why when we divide we multiply by the reciprocal

What I hope you take from this  There is more than one way to solve a problem  A deeper understanding of fractions  How fractions build from grade level to grade level  A better understanding of what a 3 looks like on a Marzano scale