1. Welcome to …

2. TODAY’S AGENDA Division Brownie Servings BREAK
Cathy Humphrey’s Teaching
Math Camp Energy Ball
LUNCH
Making Sense of Algorithms
Young Mathematicians at Work
Walk-Across Tasks – Finish development
SMP Reflections
PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

3. The Standards for Mathematical Practice Student Reasoning and Sense Making about Mathematics
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Gabriel – Have teachers look at their SMP pages we passed previously and state an exemplar of evidence from a student enacting the SMP.

4. What do we know about division?

5. Fractions in Division

6. Brownies Task Division of Fraction Handout page 1 Handout page 2

7. Break Time 1

8. More Division
Solve the task individually then share your solutions and thinking with a partner
1 divided by 2/3?
Handout page 5

9. New Brownie Problem
Suppose that having 1 pan of brownies, you know that 2/3 of a pan is equivalent to 1 serving. Now how many servings do you have?
Write the equation to be solved and use the brownie pan to justify your solution.
Handout page 6
Handout page 7

10. Cathy Humphrey’s Video
Video norm reminder
Background for video
Transcripts for video viewing
Handout page 8

11. Video: “1 Divided by 2/3”

12. Video Reflection
First consider the questions for yourself then discuss with your small group.
What evidences of student thinking did you observe?
What was an important point(s) you noticed in the video?
Handout page 9

13. Division of Fractions Let’s consider some student work:
Pretend you are circulating around the classroom and you see the student work on the handouts that follow.
Decide with a partner which students you would select to share their work? In what order?
Be ready to explain how the work you selected will frame the discussion in a way that fosters student understanding of the mathematical goal.
Handout page 10-16

14. Connection to CCSS Implications for Us as Learners and Teachers
How were the CCSS Standards for Mathematical Practice reflected in the video-taped lesson we viewed earlier?
Handout page 17

16. Lunch

17. Division of Fractions

18. Task: Representing Division Problems
Division of Fraction
Task: Representing Division Problems
Handout page 18

19. Break Time 1

20. Young Mathematicians at Work
Fraction Multiplication Array Task
Read pages
Handout page 19

21. 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
Pass out the K-5 CCSSM Content Standards.

22. 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?
They will need to really consider the meaning of the Common Core content standards and concisely develop ways of showing what we want students to know and do and how that connects to prior and subsequent content.

23. 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.

24. 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.
Handout page 20

25. Stay Safe Please help us put the room in proper order.
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