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[WASL Glossary (PDF format)] 
Look up the meaning of math terms [Here ]
[CMP - Bits and Pieces I]
12-3-2001
Research has shown that understanding of fractions is stronger if the use of symbols is delayed until the use of word names is firmly in place. In Problem 1.5 symbols are introduced. At this point, you should begin asking questions that focus on all three representations of fractions—visual models, word names, and symbols. Here are examples of the types of questions you can ask your students to help their understanding:
- What is the whole for this situation?
- Into how many equal-size parts do you need to divide the whole so that you can model the problem?
- What does the denominator of the fraction mean? What does the numerator of the fraction mean?
- If two classes reach half their goal, have they raised the same amount of money? Why or why not?
- If we make the denominator bigger, what does that say about the size of the parts into which the whole has been divided?
- If we make denominator smaller, what does that say about the size of the parts into which the whole has been divided?
- If we make the numerator bigger, what does that mean?
- If we make the numerator smaller, what does that mean?
( From the teacher's edition, P18e )
1. -Homework: P17 ace 26....
OBJECTIVE: #To use the part-whole interpretation of fractions to create a set of fraction strips #To relate the fraction-strip model to the part-whole interpretation of fractions and to the symbolic representation of fractions #To understand the meaning of frations larger than a whole #To use fraction strips and symbolic representations of fractions to describe real-world situations ACTIVITIES: Finish fraction strips. Label and place in envelope. Finish problme 1.2 and do follow-up to problem 1.2 NOTES: Emphasis on the reltion to the WHOLE and emphasis on the parts being EQUAL. HOMEWORK: Write up the follow-up to problem 1.2
12-4-2001
[Fraction Information]
1. -Homework: p6 1.2folup...
2. =P8 1.3..........
OBJECTIVE: See 12-3 ACTIVITIES: Page 8-9 Lesson 1.3(Comparing Classes) Use the fraction strips to solve. Write out solutions. NOTES: HOMEWORK: P14, problems 13-25 - be sure to LABEL your answers.
12-5-2001
[Visual Fractions Tutorial]
1. -P16 13-25 label.
OBJECTIVE: See 12-3 ACTIVITIES: Page 10-11 (Exceeding the Goal) NOTES: Discussion/emphasis on what constitutes a WHOLE and how to determine PARTS. HOMEWORK: P15 8-11
12-6-2001
1. -Homework: P15 8-11......
OBJECTIVE: see 12-3 ACTIVITIES: Page 12-13, Problem 1.5 (Using Symbolic Form) This lesson is about the naming and use of the names of fractions. It needs to be related to the ideas of WHOLES and EQUAL PARTS. Complete lesson and start on homework. NOTES: HOMEWORK: P14, problems 2-7 and P16 Number 12
12-7-2001
1. =Homework: P14 2-7&12....
OBJECTIVE: See 12-3 ACTIVITIES: Page 18 - Do the Mathematical Reflections - sloppy copy. Discuss with partners/groups as appropriate and then NOTES: HOMEWORK: Prepare a final copy of the Mathematical Reflections, Page 18, 1-3
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