EMS Grade 5 Testing Mod Int by Math Toolkit

mathstrands — 2024-09-08 22:53:57 UTC

Intro & Post: How many minutes do your teachers get for Unit/Module Internalization time in a month?

mathstrands — 2024-09-08 23:42:58 UTC

mathstrands — 2024-09-08 23:44:38 UTC

What connected this work to prior knowledge?

What is the mathematics and standard(s) of the task?

What would you want students to notice, wonder, figure out?

How does this mathematics support and enable future understandings?

What enabledaproductive strugglewiththe tasks? (What are the prerequisites for succeeding with the problem and what pushes or challenges student thinking?)

mathstrands — 2024-09-08 23:44:55 UTC

What was the preparation to be ready to facilitate the Do the Math segment of Unit/Module Internalization?

What were the resources utilized from the curriculum?

What were resources from KF?

mathstrands — 2024-09-08 23:46:03 UTC

What are your strengths in being ready to facilitate the Do the Math? What are your areas for growth?

What do you need support with?

mathstrands — 2024-09-08 23:46:26 UTC

What are the key ideas being developed in this unit? and how are they developed? Why are they developed this way?

mathstrands — 2024-09-08 23:46:50 UTC

Why is (this visual) important for understanding this unit’s content? OR

Consider a key concept/standard in the unit - name two visuals that justify the concept.

What justifies this visual? Why is this an important step in getting to that?

Which visual justifications are most important for students to own and why?

How will checkpoints check on student understandings and misunderstandings?

mathstrands — 2024-09-08 23:47:31 UTC

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?

mathstrands — 2024-09-08 23:48:06 UTC

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?

I

mathstrands — 2024-09-09 03:35:47 UTC

FIRST (7 min)- Post your solutions; Take time to look at other solutions;

What did you notice? What do you wonder?

Did you find more than one solution path?

II

mathstrands — 2024-09-09 03:35:58 UTC

SECOND (7-8 min)

How did your solution build on and connect to expected students' prior knowledge?

How does this mathematics support/enable future understandings?

What enabled a productive struggle?

I

mathstrands — 2024-09-09 03:36:05 UTC

FIRST (7 min)- Post your solutions; Take time to look at other solutions;

What did you notice? What do you wonder?

Did you find more than one solution path?

II

mathstrands — 2024-09-09 03:36:22 UTC

SECOND (7-8 min)

How did your solution build on and connect to expected students' prior knowledge?

How does this mathematics support/enable future understandings?

What enabled a productive struggle?

2024-09-09 17:00:35 UTC

2024-09-09 17:01:53 UTC

slegrand18 — 2024-09-09 17:02:24 UTC

2024-09-09 17:07:13 UTC

Solution paths (Emma)

2024-09-09 17:15:43 UTC

my solution was like the 101 version of Kerryea's--she found common denominators arithmetically and I did it using a model. And my answer matched Chris's--I just showed more work. Serrano's answer was also similar to mine, just a tape diagram instead of an area model, I think.

Noticings

2024-09-09 17:16:03 UTC

I don't think I found another solutions path but I did identify different ways students may respond, and it pushed me to understand that i am looking for their justification and not just their work. Although the work does display their thinking. I did like that Emma use arrays as a possible solution or display of work!

2024-09-09 17:16:19 UTC

Students had to have an understanding of like units and what rules apply when we add and subtract fractions.

Vertical alignment (Emma)

2024-09-09 17:16:45 UTC

I read in the Mod Overview that students had used area models to determine equivalent fractions in 4G, so this built on that to find a common denominator.

Connection

2024-09-09 17:18:08 UTC

Connecting to prior knowledge - students understanding math facts to identify the LCD and potentially this is building or pushing on the understanding of equivalent fractions (and that nomenclature) as well as what students may need to learn about improper fractions.

Students start with concerte and pictorial representations of renaming units/ to more abstract mathematics (renaming liek units numerically)

slegrand18 — 2024-09-09 17:26:04 UTC

2024-09-09 17:26:06 UTC

Tape diagrams > number lines > arrays ... they are enchancing the visuals to build from whole numbers to fractions and how they use visuals to show their understanding

Visuals

2024-09-09 17:26:20 UTC

Tape diagrams > area model equivalent fractions > tape diagrams to add > number line > standard algorithm

mathstrands — 2024-09-13 15:38:47 UTC

mathstrands — 2024-09-17 15:28:23 UTC

I found this useful