https://padlet.com/jon22bunker/q7nw38q81lja Week 506 en-us 2016-09-26 21:03:16 UTC 2025-09-24 17:56:35 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Pumpkin.png jon22bunker https://padlet.com/jon22bunker/q7nw38q81lja/wish/126521297 2016-09-26 21:45:11 UTC https://padlet.com/jon22bunker/q7nw38q81lja/wish/126521297 jon22bunker https://padlet.com/jon22bunker/q7nw38q81lja/wish/127653848 I love Estimation 180 for quick engaging problems that help students build number sense and estimating strategies. Many of the problems presented on the website can be used to build part to whole number sense with fractions as well as crossing over into decimals and percentages.]]> 2016-09-30 22:49:41 UTC https://padlet.com/jon22bunker/q7nw38q81lja/wish/127653848 jon22bunker https://padlet.com/jon22bunker/q7nw38q81lja/wish/127653919 I have used these quick video problems to introduce concepts and get my students to think about solving problems with fractions. Thinking and making concrete connections between fractions and decimals it is helpful to have something they can relate to.  This is good for part to whole thinking and for making connections to decimals, fractions and percentages.]]> 2016-09-30 22:52:16 UTC https://padlet.com/jon22bunker/q7nw38q81lja/wish/127653919 jon22bunker https://padlet.com/jon22bunker/q7nw38q81lja/wish/127653989 Thinking about dividing decimals and fractions. This lesson is great as introduction as students can easily find solutions without knowing algorithms, thus creating meaning before being introduced to algorithms.
Follow mini-lesson after the apple exploration...]]> 2016-09-30 22:54:28 UTC https://padlet.com/jon22bunker/q7nw38q81lja/wish/127653989 jon22bunker https://padlet.com/jon22bunker/q7nw38q81lja/wish/127658082 I find the discussion about not teaching invert and multiply poignant as I am right in the middle of teaching a unit about operations with fractions and decimals. As I read I can't help but think all I really want is for my students to jump on board with me and learn the why...instead of the simple how. However, I am struggling to get a majority of my students to buy into understanding, instead of solving for the sake of solving. Everything I read does, however, seem to end up with some algorithm that multiplies, divides, flips and or finds a common denominator and comes to the same answer.  The pin associated with the this text ends up teaching an algorithm but does so after explaining the why. Honestly, it seems a lot like keep, change, flip with window dressing. I suppose what I am saying is, I have tried to build meaning with models and concrete examples but eventually students will have to follow some basic pattern to solve division problems. Perhaps what I have gleaned from reading and searching for pins is that students need a variety of examples and the proper timing of teaching as to develop peoper understanding. ]]> 2016-10-01 01:30:13 UTC https://padlet.com/jon22bunker/q7nw38q81lja/wish/127658082 jon22bunker https://padlet.com/jon22bunker/q7nw38q81lja/wish/127659141 This website leads to my favorite number sense guru, Andrew Stadel. Stadel talks about some the activities he does during teacher inservice workshops, but they of course are dynamite in the classroom. I love the idea of making a non-static number line using clothes pins...this idea could be used again and again throughout the year. Multiple clothesline could be created to develop number sense with fractions, decimals and much more. Most importantly the number line would aid in creating connections between concepts as students move for unit to unit. ]]> 2016-10-01 02:06:39 UTC https://padlet.com/jon22bunker/q7nw38q81lja/wish/127659141 jon22bunker https://padlet.com/jon22bunker/q7nw38q81lja/wish/127660169 2016-10-01 02:54:14 UTC https://padlet.com/jon22bunker/q7nw38q81lja/wish/127660169