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DMI Making Meaning for Operations Day 3: Combining Shapes, or Adding Fractions
K-8




Students first encounter numbers through counting, and they can develop initial meaning for the operations as they solve problems by counting. The operation of division, along with situations such as sharing, which are modeled by division, introduce a new kind of number, called fractions, that can fall between the counting numbers. There are many things to learn about fractions, including how they are written with two numbers to represent a single quantity. We will work to understand how the two numbers that make up a fraction together determine the size of the fraction, using diagrams and reasoning about what the numerator and denominator represent to decide which of two fractions is greater. We also see in the case study, students who explain how two different fractions can actually be the same size, that is, how two fractions can be equivalent. Participants will notate the different ways students determine which of two fractions is greater, and how they know that two fractions are equivalent. Are any of these ideas new to teachers as well as students? We will investigate other manners in which to compare fractions. 

Important Session Information:


Day 3 of 5 day workshop.
Registration for this session has ended

Session ID:
271507
Credits Available:
(6) SD or CPE
 
Contact Person:
Susan Brown
Audience:
Administrators, Curriculum Leaders, Teachers, All Levels, Teachers, Special Education
 
Date Time Location
1/18/2018 9:00 AM - 3:30 PM Region 6 ESC



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