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# Activity 1: Fraction problem warm-up

2. ##### Could each problem be used to illustrate 1 ¾  ÷  ½ ? Vote either YES, NO, or Not sure for each problem.
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```<script type="text/javascript" charset="utf-8" src="https://secure.polldaddy.com/p/9051471.js"></script>
<noscript><a href="https://polldaddy.com/poll/9051471/">You want to split 1 ¾ pies evenly between two families. How much should each family get?</a></noscript>```

HTML
```<script type="text/javascript" charset="utf-8" src="https://secure.polldaddy.com/p/9051475.js"></script>
<noscript><a href="https://polldaddy.com/poll/9051475/">You have \$1.75 and may soon double your money. How much money would you end up with?</a></noscript>```
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```<script type="text/javascript" charset="utf-8" src="https://secure.polldaddy.com/p/9051480.js"></script>
<noscript><a href="https://polldaddy.com/poll/9051480/">You are making some homemade taffy and the recipe calls for 1 ¾ cups of butter. How many sticks of butter (each stick = ½ cup) will you need?</a></noscript>```

* These problems are based on released item #7 of the Mathematical Knowledge for Teaching (MKT) Measure, developed by the University of Michigan's Learning Mathematics for Teaching project. See www.sitemaker.umich.edu/lmt for more information.

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# Activity 5: Reflect in Your Journal

After reading the article, what areas of teaching fractions are you comfortable with, what do you want to work on, what might you do to incorporate some of the ideas that came up for you in your own teaching?

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### Continue to Session 3, Lesson 2 →

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# Lessons

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