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Focus on Fractions: Multiplication & Division with Kelly DeLong - Shared screen with speaker view
Kentucky Center for Mathematics KCM
24:04
Today’s presentation slides:https://www.kentuckymathematics.org/docs/kcm_virtual/KCM_Virtual_Focus_on_Fractions-Kelly_DeLong-presentation.pdfToday’s handouts:https://www.kentuckymathematics.org/docs/kcm_virtual/KCM_Virtual_Focus_on_Fractions-Kelly_DeLong-handouts.pdf
taylorglover
24:19
Taylor Glover Bellarmine University student
Kellem Classroom
24:29
SO much easier to navigate the math standards than the others
Kentucky Center for Mathematics KCM
24:38
Welcome Taylor!
Jennifer Werner
24:51
Welcome Taylor.
Juaacklyn Cunningham
24:58
Juaacklyn Cunningham, Fayette County, KY
Cindy Aossey
28:45
2 groups of 3 or a 2 by 3 array
Kellem Classroom
28:45
tile arrays or multiple dice opatterns
Kim
29:00
skip counting
Lucy Anderson
29:09
equal groupings in 1st grade even
Kellem Classroom
29:57
amen
Jennifer Werner
30:24
Conceptual understanding
Kimberly Smith
30:26
understanding
Kim
30:41
If you teach meaning you have a better chance of making application.
Belle Rush
32:08
I've heard an adult say she did not understand fractions until she started cooking. She FINALLY got some real life application!
Lucy Anderson
32:17
Teacher are hesitant and lack confidence in teaching fractions and have difficulty with the conceptual....it's intimidating.
Jennifer Werner
32:29
Cooking is awesome for fraction learning.
Leah White
32:48
The colors
Kellem Classroom
32:56
notice and wonder about the denominator staying the same
Lucy Anderson
33:06
wholes
Funda Gonulates
33:09
identify wholes
Kimberly Smith
33:10
Colors = 1 whole
Kellem Classroom
34:04
the whole of the group is below each group
Kim
34:04
Each color is a different whole number
Kentucky Center for Mathematics KCM
36:53
Kelly was one of those fabulous teachers who put the NC site together. :-)
Leah White
37:11
1/6
Kimberly Smith
37:17
1/6
Juaacklyn Cunningham
37:50
1/6 * 4
Cindy Aossey
37:53
4 x 1/6
Lucy Anderson
37:54
4 x 1/6
Kentucky Center for Mathematics KCM
37:57
4 x 1/6
Kellem Classroom
40:04
those are thirds
Kellem Classroom
40:07
of a hexagon
Cindy Aossey
40:16
If the hexagon is a whole, a blue piece is 1/3
Kellem Classroom
41:40
I wrote down 2/3 9 times and looked to districbute one of the 2/3 to create wholes. I ended up with 6 by doing that
Lisa Riggs
41:42
Put them in groups of 3 thirds
Cindy Aossey
42:09
3 groups of 2/3 is 2 sandwhiches
kkilburn1
42:26
I multiplied to find out how many pieces....then divided.
Kentucky Center for Mathematics KCM
45:26
Number line :-) (Dee)
Kellem Classroom
45:35
linear
Kellem Classroom
45:57
cannot physically manioulate
Lisa Riggs
46:04
Linear measurement
Cindy Aossey
46:12
Number line is more abstract.
Kim
46:14
It's more abstract and gives a different visual
Belle Rush
46:36
leading from concrete to pictorial
Kellem Classroom
46:44
overlay on a YouTube play bar and it can connect to real world
Cindy Aossey
46:58
Number is line is so powerful!
Stacy Shaener
47:28
we need to expose students to multiple models so they can generalize and bump up against the same ideas in a variety of ways.
Cindy Aossey
47:51
Stacy - I agree!
MaryDuncan
48:01
Can even make this in the class to demonstrate
Kellem Classroom
48:47
allow students to see the spoons and cups to have a visual of what the limitations of those measurements are - there is not a 1 1/4 teaspoon spoon
Kellem Classroom
49:09
that is like the Z model of elapsed time
MaryDuncan
49:17
I love that activity!
Kellem Classroom
50:41
more open ended
Belle Rush
50:44
much more engaging
Kim
50:45
This would be much more engaging
Kara Ford
50:47
much more engaging
Kimberly Smith
50:48
engaging
MaryDuncan
50:50
Its not the same problems, move differentiation
Kellem Classroom
51:57
provide an entry point for most students
Jennifer Werner
53:37
Division
Stacy Shaener
53:38
1/4 of 10 rather than 10 groups of 1/4
MaryDuncan
55:31
3/4 of 24
Kellem Classroom
56:28
i drew cookies too :)
MaryDuncan
56:46
he knows 3 out of every 4
Kentucky Center for Mathematics KCM
58:41
That's why we have to allow kids flexibility... because contexts give different ways to see the fractions! (Dee)
Kimberly Smith
01:00:35
apply/extend, engagement, real world context
Belle Rush
01:00:47
Seeing the inverse operation for fractions
Rachel Wingo
01:01:00
Multiple representations, Context,
Lisa Riggs
01:01:00
Context, context, context
Juaacklyn Cunningham
01:01:01
context, conceptual, engaging
Stacy Shaener
01:01:05
context, multiple models, conceptual understanding
Kellem Classroom
01:01:06
real, physical, operators
Julie Adams
01:01:07
context, engaging, application
kkilburn1
01:01:13
engagement, fractional parts, conceptual learning
MaryDuncan
01:01:15
real world connection, context, engagement
Funda Gonulates
01:01:29
context, relation between multiplication and division, operator view of fractions
CindyTurner
01:01:32
concrete, context, conceptualize
Kara Ford
01:01:32
real world!!! operators, engagement/flexibility
Kim
01:01:33
context with manipulatives, engaging, meaning before algorithms
lisa.porter
01:01:33
Love using the pattern blocks with fractions!!
MaryDuncan
01:01:38
extending their thinking
Cindy Aossey
01:01:50
visuals, context, build on prior understandings
Rachel Redden
01:01:59
engaging, context, visual
Amanda Brame
01:02:37
thanks for all the training sessions!
Kimberly Smith
01:02:56
Thank you, Kelly!
kkilburn1
01:03:08
Thank you for the great session!
Rachel Wingo
01:03:11
Thanks again
khale
01:03:15
Thank you Kelly!!
Stacy Shaener
01:03:15
Thank you! This was excellent!
Danielle
01:03:19
Thank you!!
Funda Gonulates
01:03:23
Thank you Kelly!!
Bonny Davenport
01:03:27
Thank you!! Awesome!
Kara Ford
01:03:28
Thanks so much Kelly!!!
Julie Adams
01:03:29
Have a great weekend! Thanks, Kelly!
Belle Rush
01:03:30
Thanks! Fantastic!
MaryDuncan
01:03:30
I love these sessions! Thank you Kelly!
Rachel Redden
01:03:31
Thank you, Kelly! I love having these every day.
Lisa Riggs
01:03:35
Great resources, Thanks
Leah White
01:03:35
Thank you love the Glencoe site!
Kellem Classroom
01:03:46
Fractions are a stumbling block for SO MANY teachers. I hope that teachers will access and use these trainings.
Juaacklyn Cunningham
01:03:52
Thank you! I loved the examples of student work. It is important to analyze student work.