**What we'll cover:**

- Three common fraction shortcuts to avoid
- Why these shortcuts
beneficial**aren’t** - Brief look at how we can develop
of those concepts instead**understanding**

**A few teacher comments about the webinar:-)**

This was amazing - thank you!!!! ~ Patti

Thank you very much for your lesson. It will definitely help this year. ~ Darcie

Thank you. Your explanations were very clear! ~ Jo

**The key to helping students understand fraction concepts**

is not the shortcuts.

is not the shortcuts.

Shortcuts may seem like fun, students might

But are they really beneficial in the long term?

When students

For more than 20 years, I taught math in elementary and middle school (2nd, 4th, 5th, and 6th grades), so I was able to develop my fraction instruction from my experiences with students of many different ages and backgrounds.

In this webinar, we'll be looking at a few of the shortcuts, why they aren't beneficial, and a couple ways to teach these fraction concepts without shortcuts. Hope to see you there!

~ Ellie Nixon - Cognitive Cardio Math

*really*like them, and they may truly seem helpful when trying to get through fraction material quickly or when students just don't 'get' the concept.But are they really beneficial in the long term?

When students

*understand*fraction concepts instead of using the shortcuts, they have a solid foundation to build on as they progress through higher levels of math....when the shortcuts often cause more trouble.For more than 20 years, I taught math in elementary and middle school (2nd, 4th, 5th, and 6th grades), so I was able to develop my fraction instruction from my experiences with students of many different ages and backgrounds.

In this webinar, we'll be looking at a few of the shortcuts, why they aren't beneficial, and a couple ways to teach these fraction concepts without shortcuts. Hope to see you there!

~ Ellie Nixon - Cognitive Cardio Math

**A Little About Ellie**

As a teacher for 24 years, I loved teaching math at the various grade levels.

When I was younger, I think I loved teaching math because I knew how to explain it well. I was able to break apart concepts and processes well, so students could understand them.

As I progressed in my teaching career and learned more, read more, and listened to students' math conversations more, I came to love teaching math because I learned to facilitate more than instruct....which truly 'jives' with my personality:-)

I learned to spend more time asking students 'why' and giving students the opportunity to discuss math with their peers. Giving students the chance to explain and justify their thinking to the class became part of almost every class period.

I learned to worry less about whether I was 'on schedule' with what we were covering, because our discussions and spiral review kept us 'ahead of schedule' in so many ways:-)

When I was younger, I think I loved teaching math because I knew how to explain it well. I was able to break apart concepts and processes well, so students could understand them.

As I progressed in my teaching career and learned more, read more, and listened to students' math conversations more, I came to love teaching math because I learned to facilitate more than instruct....which truly 'jives' with my personality:-)

I learned to spend more time asking students 'why' and giving students the opportunity to discuss math with their peers. Giving students the chance to explain and justify their thinking to the class became part of almost every class period.

I learned to worry less about whether I was 'on schedule' with what we were covering, because our discussions and spiral review kept us 'ahead of schedule' in so many ways:-)