Kevin McLeod Connie Laughlin Hank Kepner Beth Schefelker Mary Mooney Math Teacher Leader Meeting,...
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![Page 1: Kevin McLeod Connie Laughlin Hank Kepner Beth Schefelker Mary Mooney Math Teacher Leader Meeting, March The Three R’s of Mathematical Practice #8 The.](https://reader036.fdocuments.in/reader036/viewer/2022062516/56649e375503460f94b275f1/html5/thumbnails/1.jpg)
Kevin McLeodConnie LaughlinHank Kepner
Beth SchefelkerMary Mooney
Math Teacher Leader Meeting, March
The Three R’s of Mathematical Practice #8
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.
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Learning Intention
We are learning to deepen our understanding of “Look for and Express Regularity in Repeated Reasoning”
To understand CCSS Math Practice #8
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.
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LaunchThink of a fraction and write it on
the post-it note.How could you find an equivalent
decimal to the fraction you chose?
Share some similarities and differences of your fractions.
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.
![Page 4: Kevin McLeod Connie Laughlin Hank Kepner Beth Schefelker Mary Mooney Math Teacher Leader Meeting, March The Three R’s of Mathematical Practice #8 The.](https://reader036.fdocuments.in/reader036/viewer/2022062516/56649e375503460f94b275f1/html5/thumbnails/4.jpg)
Looking at a Content Standard
Read 8.NS.1
Highlight some phrases that connect to the launch.
How did your table discussion help you understand this content standard?
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Grade 8 The Number System
Know that there are numbers that are not rational and approximate them by rational numbers.
8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert to decimal expansion which repeats eventually into a rational number.
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Success Criteria
We will be successful when we can explain a relationship of a repeating decimal to the denominator of the corresponding fraction.
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.
![Page 7: Kevin McLeod Connie Laughlin Hank Kepner Beth Schefelker Mary Mooney Math Teacher Leader Meeting, March The Three R’s of Mathematical Practice #8 The.](https://reader036.fdocuments.in/reader036/viewer/2022062516/56649e375503460f94b275f1/html5/thumbnails/7.jpg)
Explore
What is 1/7 as a decimal?
Your table will be exploring a fraction.
Prepare a poster that shows the process used to change your fraction into a decimal.
.
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Let’s Summarize What We See…
Fraction Decimal
1/7 0.1428571428…
2/7 0.28571428571…
3/7 0.42857142857…
4/7 0.57142857142…
5/7 0.71428571428…
6/7 0.85714285714…
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Have we met the content standard?
Reread the Content Standard
What have we shown?
How have we shown it? Really?
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Standard for Math Practice #8
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal.
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Dipping in on table conversations
What were some questions came up at your table as you worked?
What questions might your students have as they engage in this task?
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Apply
For a given fraction, how can you tell the maximum length of the repeating part of the decimal?
Try 11ths or 13ths.
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Standard for Math Practice #8Look for and Express Regularity in
Repeated ReasoningIn what ways can you connect the
tasks today to the title of the Standard?
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Your feedback please….Thinking about the opportunities you have to work with teachers in the classroom, as well as outside the classroom, in what ways have you engaged teachers in understanding the Standards for Math Practice?