ABSTRACT
Teachers were shouting out different ideas of the placement of the ribbon, and various drafts of the board were being drawn out. In another corner, two team members were proofreading the research lesson document before sending it off to the printer. The biggest change that came from all math teachers participating in Lesson Study was a shift in how math was taught. Teachers moved away from modeling how to solve problems for students to following the methodology of TTP. Teachers began to approach topics conceptually whereby tasks were chosen that lend themselves to deep discussion and presentations of different students’ strategies. To design this unit, the team looked at previous work and noticed that students built an understanding of tenths and hundredths as fractions of a whole. Although students could accurately represent and compare fractions with denominators of ten and hundred, they struggled to identify and properly place the fractions on a number line.
