WEBVTT

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[Music]

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I am Cindy Matthews.

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I am a fifth-grade classroom teacher

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at Tollgate Elementary in Aurora, Colorado.

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Today our learning target in math is "I can add

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and subtract fractions using fraction equivalents

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and relationships."

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In the number talk, my goals were to have them apply adding

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or subtracting fractions in a real-life situation.

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We have worked on adding fractions around the clock,

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we have talked about the nuts and bolts of how you do

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that with models, but now they really need to be able

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to put those into authentic situations so they would be able

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to be flexible with them.

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(Matthews, to student): Lizzie,
Would you read it for me, please?

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(Student): "The Dumb Friends League" is doing their best

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to help place homeless dogs during the cold weather.

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We spend a lot of time making sure kids think

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that as we approach a problem there are many,

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many ways to do that.

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One way I do that during the number talk, I ask the kids

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to give me a thumbs-up when they have an access point,

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when they have a place that they know they can get started.

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(Matthews, to students):If you have a place to start,

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will you give me a thumbs-up, please?

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(Matthews, to student): Cray, where are you going to start?

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(Student): I am going to start by changing the numbers.

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(Matthews): To what?
(Student): Into twelfths.

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(Matthews): What model do we have up in the room

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that will help you change into twelfths?

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(Students):The clock.

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(Matthews): All right, you ready to talk it over?

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Okay, huddle up and let's see if we can come

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up with a solution to this problem.

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(Students): Okay, we're going to do one-third

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and one-third is a fourth.

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And then we can put, "What is two-sixths?"

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>>It's four.

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So we add four from the four and we get eight.

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And then, the extra twelfth can go to the nine.

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Nine-twelfths.

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One, two, three, four, five, six, seven, eight, nine is going

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to be one and six-twelfths.

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>>So one whole is 100 percent.

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And if we have a few extra sixths there,

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then they will get their plan for 100 percent,

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but they will get even more than that.

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(Matthews): The kids are introduced to many models when we began fractions.

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We have fraction boards, we have flip charts, we have all kinds

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of things to give them a model to hang onto with fractions.

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One of those models is the clock.

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The clock is a fabulous model for the kids

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because it lends itself to halves, thirds,

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fourths, twelfths, and sixths.

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So as the kids get flexible using those numbers,

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they can move back and forth
between the equivalencies.

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I wrote the number talk to
include thirds, fourths, sixths,

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and twelfths, I believe,
because I wanted them

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to have the model available
to them for their thinking

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as we move fractions
into context.

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(Matthews, to students): Is
there somebody that would

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like to share their thinking?

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Mimi, would you go ahead

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and tell me a little
bit bout your thinking?

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(Student): I changed
two-sixths into four-twelfths.

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And one-twelfth stayed the same.

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And I changed three-fourths
into nine-twelfths.

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(Matthews): Is there anyone that
can continue Mimi's thinking

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because you see where
she is headed? Gina.

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(Student): Well, if you add 
four-twelfths plus one-twelfth

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equals five-twelfths and then

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you add the nine-twelfths it would be

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eighteen-twelfths, which is over twelve...

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(Matthews): What did you add to five-twelfths?

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(Student): The nine-twelfths.

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(Matthews): And that is how many?

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(Student): Eighteen-twelfths.

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Fourteen-twelfths, I mean.

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(Matthews): Now, when I look that question

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that the problem asks us, will this plan fill the

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"Dumb Friends League" to 100 percent?
(Students): No.

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(Matthews): Who can take it one more step?  
Kristen.

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(Student): It's over 100 percent.

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(Matthews): So what does that 
mean for the "Dumb Friends League"?

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(Student): They can't fit all the 
dogs in the "Dumb Friends League."

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(Matthews): They can't fit them all.
If Colorado Springs has 20 homeless dogs

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and the shelter has agreed to take three-fourths,

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how many dogs will be coming from Colorado Springs?

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Take one minute to think it over...

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All right, I need to know.

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This is real life math.

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How many dogs are going to
come from Colorado Springs,

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and how do we figure that out?

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Okay, Michael, tell me how
many dogs you believe the

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"Dumb Friends League" is going
to get from Colorado Springs.

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(Student): I think 15 because...

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(Matthews): All right, so you think
that they are going to get 15 dogs?

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Can you tell me how you know that, Michael?

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(Student): Because the half of 20 is ten

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and half of ten is five.

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(Matthews): One-half of 20 is what?

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(Student):Ten.

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And then half of ten is five.

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(Matthews): Okay, why did you take half again?

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Can you tell me how, why?

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(Student): Because we have
to have three-fourths,

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so we are trying to split it up four times.

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(Matthews): So when you cut half in half, what did you get?

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(Student): Five.

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(Matthews): What fraction did you get?

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(Student): Oh, one-fourth.

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(Matthews): Nice work.

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What I like about your thinking is

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that it is taking real situations.

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We had a real cold spell,

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and the "Dumb Friends League" is trying to help out.

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Math hits our everyday lives all the time,

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and the more we can take what we learn and apply it

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in a real way, that's what really matters.

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That's why we are doing it.

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[Music]