The most exciting thing about creating Fraction Talks has been the range of ways that teachers have morphed them into any number of engaging activities for students. I have done my best to keep up with the innovation, but it is becoming an impossible task! It has been inspiring to watch the collective creativity get to work on a what is becoming a global project. Continue reading →

A previous post expanded upon the possibility of using Fraction Talk images with(in) the structure of Which One Doesn’t Belong? The feedback from this amalgam has been overwhelmingly positive, and it got me thinking about how a teacher might go about composing similar prompts. Continue reading →

If you are unfamiliar with Which One Doesn’t Belong?, you need to become familiar with it. It is an incredibly powerful framework to kids noticing, talking, and making mathematical meaning.

• Start with WODB.ca (a website curated by Mary Bourassa).
• An amazing explanation of WODB appears in Christopher Danieleson‘s book. The teacher guide is great to pass on to colleagues or hoard to yourself. Buy the book here.

Continue reading →

One of the coolest experiences involved in curating a list of ideas on this site has been to see how people have altered them to fit their learners, classrooms contexts, and pedagogical stance.

This one came out of left-field for me. Continue reading →

This post details how Fraction Talks has been combined with a critical grade school understanding: the number line. It is an amazing mash-up of resources, and one of my personal favourite ways to use Fraction Talks in the classroom.

The combination of Fraction Talks and Clothesline Math has been elegantly combined by Erick Lee. His post describes the benefits of both classroom structures and provides downloadables for ease of implementation. The link to his post can be found here. Many thanks to Erick for his vision and creativity! Continue reading →

This post is designed to offer one road to implementation of Fraction Talks as a productive routine in your classroom. Like anything in the classroom, the lived experiences will cause twists and turns. The best plans are altered and (sometimes) laid to waste.

If student thinking triggers action that perturbs the progression… follow it as you are comfortable. Continue reading →

John Golden (@mathhombre) shares this fantastic video of his elementary pre-service teachers working through a fraction talk created by one of Simon Gregg’s (@Simon_Gregg) students.

This is exactly what beautiful collaboration looks like. Continue reading →

Simon Gregg has been incredibly kind to Fraction Talks. If you need an example of how to engage kids in fractional discourse, follow his twitter feed.

I asked him if he could screencast some short snippets of him using fraction talks with students. Below are two videos of reasoning. Continue reading →

Here is the hook.

Before continuing on, try and make an estimate. What is too small? What is too big? What sections can you easily identify?
Maybe you fit into one of the following strategies (They are not mutually exclusive), or maybe you want to switch after reading them. (I know I did). Continue reading →