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September 2012, Volume 19, Issue 2

FEATURES

Show Me a Sign
Johnnie Wilson
Observe a first-grade teacher’s use of gesture as a mathematics teaching and learning tool in his classroom.

An Appetite for Fractions
Trena L. Wilkerson, Tommy Bryan, and Jane Curry
Using candy bars as models gives students a taste for learning to represent fractions whose denominators are factors of 12.

Candy bar template and student activity sheet
Second Look:
Understanding Fractions

Memories of a Chicken-and-a-Half - Reflect and Discuss
Steven M. Schulman
Step in and out of an impromptu fifth-grade math lesson with an experienced teacher, and renew your appreciation for students’ algebraic thinking.

Will CCSSM Matter in Ten Years? - Reflect and Discuss
Matthew R. Larson

How might we use a historical perspective to make the outcome of implementing the Common Core State Standards for Mathematics better than the reform efforts that have preceded it? 

more4u-TCM-100x23 Podcast from NCTM's 2012 Annual Meeting in Philadelphia, Pennsylvania
Achieving Uncommon Results with CCSSM
Presenter: Matt Larson


Slides of presentation (PDF)

Second Look - Understanding Fractions

Creating, Naming, and Justifying Fractions
For students to develop meaningful conceptions of fractions and fraction operations, they need to think of fractions in terms other than as just whole-number combinations. The authors suggest two powerful images for thinking about fractions that move beyond whole-number reasoning and can be used in the classroom to help support the teaching of fractions.

Fair Shares, Matey, or Walk the Plank
Teaching young children to create equal-size groups is your treasure map for building students’ flexible, connected understanding of and reasoning about ratios, fractions, and multiplicative operations.

Fractions and the funky cookie
A mathematics specialist has great success using a pattern-block configuration to help a small group of fifth graders understand that fractional parts of a whole unit must be equal in size. That’s just the way the funky cookie crumbles.

Investigations: Fraction Action
An activity about Fractions focused on teaching numbers and operations.

Illuminations Unit: Eggsactly with Fractions

Number and Operations Standard for Grades 3-5
In grades 3–5, students' development of number sense should continue, with a focus on multiplication and division. Their understanding of the meanings of these operations should grow deeper as they encounter a range of representations and problem situations, learn about the properties of these operations, and develop fluency in whole-number computation. An understanding of the base-ten number system should be extended through continued work with larger numbers as well as with decimals. Through the study of various meanings and models of fractions—how fractions are related to each other and to the unit whole and how they are represented—students can gain facility in comparing fractions, often by using benchmarks such as 1/2 or 1. They also should consider numbers less than zero through familiar models such as a thermometer or a number line.