1. Welcome Back! Come on in and have a seat. We will begin with an activator in a moment. Please take out your article that was for homework.

2. Activate your Minds! Spiney and Other Creatures I have invented a Pattern Block creature named Spiney. Spiney grows very fast and in a predictable way. Day 1 Day 2 What will Day 3 look like?

3. You try to make a creature! (Taken from Super Source Pattern Blocks 3-4)

4. Article Club Conversation Using what you read last night, discuss with your group: Using what you read last night, discuss with your group: Important applications that arose in the article that directly impact your way of teaching the topic Important applications that arose in the article that directly impact your way of teaching the topic Did this make you think about changing the way you have taught the topic in the past? Did this make you think about changing the way you have taught the topic in the past? Any other interesting things that arose. Any other interesting things that arose.

5. Using other Manipulatives for Fraction Problem Solving LEGOS! LEGOS! Choose any two lego blocks from the bag. Choose any two lego blocks from the bag. Write as many problems involving fractions as you can using the relationship between the two blocks. Write as many problems involving fractions as you can using the relationship between the two blocks.

6. Image from: http://www.scholastic.com/teachers/top-teaching/2013/12/using-lego-build-math- concepts

8. Using other Manipulatives for Fraction Problem Solving Cuisenaire Rods Cuisenaire Rods Source: http://one-lesson-at-a-time.blogspot.com.es/2014/01/fraction-printables- fraction-circles.html

9. Evaluating your KNOWLEDGE!

10. Common Core State Standards Let’s take about 5 minutes to look at where our next topic fits in the Common Core State Standards. Let’s take about 5 minutes to look at where our next topic fits in the Common Core State Standards. Topic: Addition of Fractions Topic: Addition of Fractions 4.NF.3 and 5.NF.1 and 5.NF.2 4.NF.3 and 5.NF.1 and 5.NF.2

11. Concepts vs. Procedures in Developing Understanding Reflections_on_Fractions.pdf Reflections_on_Fractions.pdf Reflections_on_Fractions.pdf How typical are the results for this study? How typical are the results for this study? What implications does this have on our classroom? What implications does this have on our classroom? Take 5 minutes to talk in your group and then share out. Take 5 minutes to talk in your group and then share out.

12. Adding Fractions The bar above represents a relay race that 3 students will participate in. Write an equation to represent how much each participant ran. How much of the race did the first two runners complete?

13. Adding Fractions The bar above represents a relay race that 3 students will participate in. Each mark is where you could pass the baton off. All students do not have to run the same amount. What are some possibilities that each runner could run in order to complete the race.

14. Example Race Plan North Carolina 4 th Grade Common Core Connection

15. Let’s Regroup Everyone stand up! When the music comes on circulate around the room. Everyone stand up! When the music comes on circulate around the room. When the music stops, stop and form a group of 5 people. When the music stops, stop and form a group of 5 people. You will then create the form that is yelled out! You will then create the form that is yelled out!

16. Modeling Addition of Fractions Let’s look at several models to add fractions Let’s look at several models to add fractions Fraction Bars Fraction Bars Fraction Circles Fraction Circles Counters (TSCM) Counters (TSCM) Pattern Blocks Pattern Blocks

17. Fraction Bars Place your Bars in the communicator

18. Fraction Bars to Go!

19. Fraction Circles

20. From the concrete to the abstract Have students write the original problem. Have students write the original problem. Color the sections Color the sections Trade in the sections to make equivalent parts Trade in the sections to make equivalent parts Rewrite the problem with the new sections. Rewrite the problem with the new sections. Continue for each problem and have students come up with a rule. Continue for each problem and have students come up with a rule.

21. Understanding Fractions Addition of Fractions You will need to use the pattern blocks to explore and discover. You will need to use the pattern blocks to explore and discover.

22. Pattern Blocks

23. Try more with Pattern Blocks ¼ + 1/6 = ¼ + 1/6 = What did you trade in? What did you trade in? Rewrite with the trade in values? Rewrite with the trade in values? What would you do if you did not have pattern blocks? What would you do if you did not have pattern blocks?

24. Test Yourself Estimate and then find your sum. Estimate and then find your sum. Use any of the strategies you have practiced. Use any of the strategies you have practiced.

25. Try a Ruler (3.MD.4, 4.MD.4) Using a ruler as a visual can help with adding and subtracting fractions. Using a ruler as a visual can help with adding and subtracting fractions. May be difficult for ELL students who are not familiar with inches, so you may need to review with how the inch is partitioned and possibly adding labels for fourths. May be difficult for ELL students who are not familiar with inches, so you may need to review with how the inch is partitioned and possibly adding labels for fourths. ¾ + ½ =2 ½ - 1 ¼ = ¾ + ½ =2 ½ - 1 ¼ =

26. Using a Ruler

27. Kidspiration http://www.inspiration.com/lessonplan/ad dingfractions http://www.inspiration.com/lessonplan/ad dingfractions http://www.inspiration.com/lessonplan/ad dingfractions http://www.inspiration.com/lessonplan/ad dingfractions You can download a 30 day trial. You can download a 30 day trial.

28. Try it. 1.2.3.

29. Progressions Document Number and Operations: Fractions Number and Operations: Fractions Grades 3-5 Pages 7-8 Pages 7-8

30. Common Core State Standards Let’s take about 5 minutes to look at where our next topic fits in the Common Core State Standards. Let’s take about 5 minutes to look at where our next topic fits in the Common Core State Standards. Topic: Addition and Subtraction of Decimals Topic: Addition and Subtraction of Decimals 5.NBT.7 5.NBT.7

31. If a flat equals one whole, what is the value of: a long? a block? a cube? How would you represent.38 ?

32. What common misconceptions do students have when comparing decimal numbers? Compare 1.2 and 1.23 Compare 1.5 and 1.46 Compare.7 and.24

33. Decimal Comparison ….. 4.NF.7 Representing numbers using base ten blocks Representing numbers using base ten blocks Representing numbers using base ten blocks Representing numbers using base ten blocks Video: Video: How might this How might this student have compared them differently with base 10 Blocks?

34. Adding/Subtracting Decimals Let’s Add Decimals using BASE TEN Blocks Let’s Add Decimals using BASE TEN Blocks We will use the virtual manipulative to model for us. We will use the virtual manipulative to model for us. Use your mat to begin the process yourself. Use your mat to begin the process yourself. http://nlvm.usu.edu/en/nav/frames_asid_2 64_g_2_t_1.html?from=category_g_2_t_1. html

35. Adding/Subtracting Decimals Use what you know …… Use what you know …… Add the following using your mat and the BASE TEN blocks. Add the following using your mat and the BASE TEN blocks. 4.2 + 3.9 4.2 + 3.9 6.4 + 3.7 6.4 + 3.7 9.82 – 6.59 9.82 – 6.59

36. Computer Links for Kids Drawing Fun Fractions Drawing Fun Fractions http://math.rice.edu/~lanius/Patterns/draw. html http://math.rice.edu/~lanius/Patterns/draw. html Bug Splat http://www.fekids.com/kln/games/bugspla t/bugsplat.html Bug Splat http://www.fekids.com/kln/games/bugspla t/bugsplat.html http://www.fekids.com/kln/games/bugspla t/bugsplat.html http://www.fekids.com/kln/games/bugspla t/bugsplat.html

37. Computer Links for Kids Soccer Adding Decimals Soccer Adding Decimals http://www.math-play.com/soccer-math- adding-decimals-game/adding-decimals- game.html http://www.math-play.com/soccer-math- adding-decimals-game/adding-decimals- game.html Addition Decimal Match Addition Decimal Match http://www.sheppardsoftware.com/mathg ames/decimals/matchingDecimalsAdd.htm http://www.sheppardsoftware.com/mathg ames/decimals/matchingDecimalsAdd.htm http://www.sheppardsoftware.com/mathg ames/decimals/matchingDecimalsAdd.htm http://www.sheppardsoftware.com/mathg ames/decimals/matchingDecimalsAdd.htm Adding Decimals with BASE TEN Adding Decimals with BASE TEN http://nlvm.usu.edu/en/nav/frames_asid_ 264_g_2_t_1.html?from=category_g_2_t_ 1.html http://nlvm.usu.edu/en/nav/frames_asid_ 264_g_2_t_1.html?from=category_g_2_t_ 1.html http://nlvm.usu.edu/en/nav/frames_asid_ 264_g_2_t_1.html?from=category_g_2_t_ 1.html http://nlvm.usu.edu/en/nav/frames_asid_ 264_g_2_t_1.html?from=category_g_2_t_ 1.html

38. Common Core State Standards Let’s take about 5 minutes to look at where our next topic fits in the Common Core State Standards. Let’s take about 5 minutes to look at where our next topic fits in the Common Core State Standards. Topic: Factors of Numbers Topic: Factors of Numbers 3.OA.B.6 and 4.OA.B.4 3.OA.B.6 and 4.OA.B.4

39. Factors of 24 Make as many rectangles as you can using all 24 squares! Record your models on graph paper and complete the table with the dimensions of your rectangles. Make as many rectangles as you can using all 24 squares! Record your models on graph paper and complete the table with the dimensions of your rectangles.

40. The Product Game First person places a marker on one number at the bottom. First person places a marker on one number at the bottom. Second person places a second marker on the same (or a different number) and “earns” the product of the two numbers. Second person places a second marker on the same (or a different number) and “earns” the product of the two numbers. First person can move only one marker and “earns” the product. First person can move only one marker and “earns” the product. Keep playing until 4 in a row! Keep playing until 4 in a row!

41. The Factor Game Preview… Preview…… We will be playing later in the lab! We will be playing later in the lab!

42. Factor Lattices Examine the Factor Lattices for the numbers 1-13…what similarities, differences, and patterns do you notice? Examine the Factor Lattices for the numbers 1-13…what similarities, differences, and patterns do you notice? When you think you “have it” try creating your own factor lattices for numbers 14-29 When you think you “have it” try creating your own factor lattices for numbers 14-29

43. Other Factor Lattice Activities!

44. Build Your Own Factor Lattice! Factor Tree and Prime Factorization Factor Tree and Prime Factorization Factor Lattice “Blueprint” on index card Factor Lattice “Blueprint” on index card

45. Progressions Document Operations and Algebraic Thinking Operations and Algebraic Thinking Grades K-5 Page 30 Page 30

46. Homework Read the article handed out yesterday about the Standards for Math Practice. Read the article handed out yesterday about the Standards for Math Practice. Highlight two things of interest and one thing that surprised you or maybe reinforced what you already do. Highlight two things of interest and one thing that surprised you or maybe reinforced what you already do.

47. Daily Reflection Take the last 10-15 minutes to reflect on today by filling in the daily reflection sheet Take the last 10-15 minutes to reflect on today by filling in the daily reflection sheet You may also want to go back to your strategy/activity sheet to capture any notes you may have not throughout today. You may also want to go back to your strategy/activity sheet to capture any notes you may have not throughout today.