Reflection: Student Ownership Pass Whole, Collect $200 - Section 3: Closing


I chose Student Ownership as my theme for this reflection because I think it is imperative to allow students to create their own meaning when they are working on topics we ask them to learn.  The student in the clip during my closing noticed something and I did not explain it to him.  Rather, I invited him to struggle and begin to create sense of the pattern for himself.  Later, when I sit down with him and discuss that division application in fractions, he will already have an understanding and a visual that he created himself. 

This, I believe, is when true and lasting learning takes place.  

Let your students search for, and make meaning. They love it and it is when math comes alive for them. It is also when they realize math is not a difficult code that only a few understand, but it is a pattern that we can find together. 

  Making Meaning
  Student Ownership: Making Meaning
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Pass Whole, Collect $200

Unit 7: Fractions: More Than A Whole
Lesson 3 of 3

Objective: Students will be able to use unit fractions to place and name more than one whole on a number line.

Big Idea: What happens when there is more than one whole? How does one represent more than a whole? This lesson explores creating more than one whole by using iteration of unit fractions.

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4 teachers like this lesson
Math, Fractions, Number Sense and Operations, numerator, denominator, whole, improper fractions, adding fractions, Critical Area
  60 minutes
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