Reflection: Diverse Entry Points Exploring Unit Fractions 1/5, 1/6, 1/7 - Section 3: Student Practice


Perhaps the two most powerful elements of this lesson were 1. Student led inquiry and 2. Diverse entry points. 

At the end of today's lesson, I asked students if they enjoyed being able to pick their own tools. One student explained that he liked having the freedom to choose. Continually, during today's lesson, student inquiry naturally led students down the path of learning. For example, here's a list of questions that a student might ask him or herself while representing 1/6.

  • Which tool should I use?
  • Is this tool working?
  • What is the whole?
  • What is 1/6?
  • How should I take a picture of this?
  • How should I show my thinking?
  • How can I use a circle or square to be more precise?
  • I wonder if this will make sense to my friends?


As for diverse entry points, students this lesson was naturally differentiated for students. Some students felt most comfortable with using 6 items to represent 1/6, such as 6 beans or 6 markers. Others were able to use more complex items to show 1/6, such as showing 1/6 of a 24-pack of pencils. All students were learning at their "just right" level! 

  Powerful Lesson Components
  Diverse Entry Points: Powerful Lesson Components
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Exploring Unit Fractions 1/5, 1/6, 1/7

Unit 10: Fractions
Lesson 3 of 16

Objective: SWBAT show and explain how many unit fractions are in a whole.

Big Idea: By partitioning and adding unit fractions, students will gain a deeper understanding of the meaning of fractions.

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Math, Fractions, Measurement and Methods, technology, composing fractions, ruler, fraction equivalency, fraction tiles
  100 minutes
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