EMS Grade 5 Mod 2 Internalization by Math Toolkit

mathstrands — 2024-09-17 21:10:27 UTC

Do the Math- Debrief

mathstrands — 2024-09-17 21:10:27 UTC

Facilitator stamps 2-3 solutions for all leaders to walk away with (solutions may or may not have been presented in small groups). Leaders should also stamp key understandings of the below questions:

Based on the mathematics you did and discussed, what would you want students to notice, wonder & figure out from these tasks and this unit/module.
What are the prerequisites for succeeding with the tasks in this module/unit?
What are the big ideas of the problems? How are they connected to the story of the module/unit?
What pushes or challenges students to think in this module/unit?
How did the big ideas show up from the problem solutions?

Part 1

mathstrands — 2024-09-17 21:10:27 UTC

7 MINUTES:

What do you notice about the work and different solutions?

What do you wonder about the different solutions?

Did you find more than one solution path?

How do the solutions connect to each other?

Part 2

mathstrands — 2024-09-17 21:10:27 UTC

How would you describe what students have to understand in order to be successful with the problems?

How did solutions build on each other?

How did the solutions connect to students prior knowledge?

How does this mathematics support/enable future understandings?

mathstrands — 2024-09-17 21:10:27 UTC

What is the math story in this module, based on the visuals?

What are some checkpoints that will serve as strong checks for understanding along this Module?

mathstrands — 2024-09-17 21:10:27 UTC

What are the key ideas being developed in this unit?

How are these ideas being developed over the course of the unit/module?

Why are they developed this way?

In the section below pose questions emerging.

Divide Topics Amongst Yourselves to Dive Deep Into

mathstrands — 2024-09-17 21:10:27 UTC

For your assigned topic, When is a key concept or fluency:

· Introduced?

· Explored?

· Methods compared (efficient, sense making)?

· Justifiable procedures stamped?

· Where does practice occur?

· Is there a grade level fluency in the Topic or Section?

Which Exit Tickets/Cool Downs are most essential and why?

Post your responses

mathstrands — 2024-09-17 22:32:42 UTC

As a learner (and future facilitator):

What worked well during the Do the Math section for you?

What types of preparation is required to successfully facilitate this section of the Module/Unit Internalization (Do the Math!) with your leaders/teachers?

mathstrands — 2024-09-18 00:10:42 UTC

What questions are coming up for you about the mathematics for this upcoming module/unit?

mathstrands — 2024-09-18 00:15:35 UTC

Post Visuals Image Here

Review your Pre-Work

mathstrands — 2024-09-18 03:16:08 UTC

Please take 2 minutes to review your solutions to the following tasks on the end of Module: Questions #6 & 8

Once you have identified them, please snap a picture & upload these work samples below.

Post your solution(s) for problem 6 & 8. Then take time to look at each other's solutions

mathstrands — 2024-09-18 03:29:32 UTC

Use the prompts in the green bubbles below to guide your observations.

mathstrands — 2024-09-18 03:49:47 UTC

Based on our work today, what are 3 Headlines you want to remind yourself of as you are teaching this unit/module ?

slegrand18 — 2024-09-25 14:57:54 UTC

slegrand18 — 2024-09-25 14:58:15 UTC

#6: Method A

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slegrand18 — 2024-09-26 15:32:46 UTC

#6: Method B

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#8

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Q6

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Q8

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The models that we see before add/ subtract fractions set us up conceptually to be able to solve.

2024-09-26 18:59:16 UTC

In G5-M2, students are adding and subtracting fractions, and they understand that they can't do so without making like units. They start concrete with pictorial models like the tape diagram and area model, and they progress to using more abstract strategies like numerically making like units.

Big Idea

2024-09-26 18:59:37 UTC

students start with visual representations of adding and subtracting fractions and mixed numbers to build the conceptual understand of renaming them with like units, stamping the idea of equivalent fractions taking up the same amount of space

Students will be able to understand how the algorithm for adding fractions works by seeing the visual model earlier in the model.

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Concepts - understanding fractions as division.

Fractions with unrelated units with adding and subtracting.

Analyzing line plots and being able to add and subtract fractions.

Strategies/Representations

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tape diagrams, area model, number bond, number line, "arrow way", adding up, solving numerically, standard algorithm

2024-09-26 19:33:23 UTC

In M2, Grade 5 students start by understanding fractions as the result of dividing two whole numbers, and they represent division using tape diagrams and vertical form. They move on to adding and subtracting fractions and understand that fractions must have like units before adding and subtracting. They notice whether fractions have related or unrelated units, and they use area models and tape diagrams to rename fractions. Lastly, students apply their learnings from Topic B to add and subtract mixed numbers and incorporate some new strategies for doing so like number bonds, the arrow way, and adding on. They understand whole numbers as like units and fractions as like units when adding and subtracting mixed numbers.

Module Story

2024-09-26 19:34:02 UTC

students start by understanding the concept of a fraction being the quotient of two whole numbers, then moving on to adding and subtracting fractions by making like units, using their understanding of factors and multiples to identify how to rename fractions if they are related or unrelated. A layer of complexity is then added by using the same concepts to add and subtract mixed numbers, then ending with students applying their new knowledge to line plots and representing fractions and mixed numbers on this representation.