## Reflection: Student Ownership Time Pictures - Section 4: Time Fractions on a Number Line

Whenever possible, I allow for creativity even within the fixed parameters of a lesson such as this. In this lesson 1/4 + 1/4 + 1/4 + 1/4 = 4/4.  That's it.  That cannot be altered.

What can change is how a student represents it.  The student whose number line and fraction diagrams is the lesson image clearly enjoys color and designs and as long as he is not misrepresenting the content, I see no reason not to allow him to draw out the models like this.

I can also see that he is attending to the idea of benchmark fractions having the same denominator and adding up to a whole because of the way in which he has colored the denominators and sure enough, when I asked him to explain this model to me, he was able to explain the meaning of the denominator.

I think some might perceive this paper as messy or think that he was randomly doodling but research has actually shown that some people think more productively when they are drawing little designs. The wave of color he drew across the paper in no way detracted from his accurate models of unit fractions on a number line or as part of a rectangle.  In fact, in his mind, the wave probably provides some kind of delineation between different content.  It seems like a small thing but I don't think it's small at all.  If I forced him to write it out with just pencil, in a straight line, exactly as I modeled on the board, I think I would potentially be thwarting him in his development of a conceptual understanding.

Allowing for Creativity
Student Ownership: Allowing for Creativity

# Time Pictures

Unit 6: Time
Lesson 2 of 11

## Big Idea: This lesson provides an opportunity for visual learns to think about segments of time during the school day.

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Standards:
Subject(s):
Math, Number Sense and Operations, time speed, telling time, art, Art and Math
57 minutes

### Jennifer Valentine

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