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Teaching for UnderstandingDivision with Fractions
Dr. DeAnn Huinker, Dr. Kevin McLeod, Dr. Henry Kepner University of Wisconsin-Milwaukee
Math Teacher Leader (MTL) SeminarMilwaukee Public Schools
June 2005This material is based upon work supported by the National Science Foundation Grant No. EHR-0314898.
Session Goals
Deepen conceptual understanding of division with fractions.
Examine “why” we can invert and multiply.
Summarize
Write the equation for each situation (8 cups; 5 cups).
Identify the meaning of each number in the equations.
SummarizeHow many 2–cup servings?
8 ÷ 2 = 4 cups cup servings
serving
5 ÷ 2 = 2 cups cup
serving
12
servings
SummarizeHow many 2–cup servings?
1 ÷ = 2 cup servings
4 ÷ = 8 cups servings
12
cupservin
g12
cupservin
g
TaskPopcorn Parties #1 & #2
Facilitator poses one problem at a time.
Each individual silently solves it.
On facilitator’s cue: State answer.
Demonstrator models with paper strips.
Take turns to justify your reasoning.
Popcorn Party #1
Serving Size: cup of popcorn
How many servings can be made from: 1 cup of popcorn 2 cups of popcorn 3 1/2 cups of popcorn
14
Popcorn Party #2
Serving Size: cup of popcorn
How many servings can be made from: 3/4 cup of popcorn 6 cups of popcorn 2 1/4 cups of popcorn 4 1/2 cups of popcorn
34