Transcript Preparing for Success in Algebra KICK

Preparing for Success in Algebra
English Language Learners in Mathematics
A Collaboration between:
 Los Angeles USD
 University of California, San Diego
 San Diego State University
 University of California, Irvine
Fractions
It is widely agreed that fractions form an
important part of the middle years’
mathematics curriculum. Fractions both
underpin the development of proportional
reasoning and are important for future
mathematical study, including that
of algebra and probability.
Clark, Roche, and Mitchell
10 Practical Tips for Making Fractions
Come Alive and Make Sense
1. Give a greater emphasis to the meaning of
fractions than on the procedures for
manipulating them.
5. Provide a variety of models to represent
fractions.
8. Link fractions, decimals, and percents wherever
possible.
Clark, Roche, and Mitchell
Mathematics Teaching in the Middle School
Standard and Content Objective:

NS 2.1 – Add, subtract, multiply, and
divide decimals.

To emphasize the meaning of numerals
representing quantities less than one
and quantities between whole numbers;
including fractions, decimals, and
percents.
Less than 1 – More than 1

If your paper has a quantity that is less
than one, please move to the right side of
the room. (Take a pen or marker with you.)

If your paper has a quantity that is more
than one, please move to the left side of
the room.
Equivalent Teams
 Find
your group members!
Collaborative Posters

You will have 3 minutes to record a solution
to the task in one of the four spaces
provided. (We will let you know when to
rotate.)

Your group must use a different solution
path than what is already shown on the
poster.
Return to your original task/poster and
discuss the following questions:

How are the solutions similar, and how are
they different?

How could each solution path support our
students’ understanding of decimals?

Which solution path would our students
most likely use, and why?
One stays and the rest go!
 Choose
a member to stay with the
task and explain the group’s thinking.
 The
rest of the group will switch sides
of the room and begin at the same
task. (A-1, B-2, C-3, D-4, F-5, G-6)
Reflection
 Return to
 Use
your seats.
the written lesson plan to help
you reflect on this activity.
Lunch
Enjoy!