## Reflection: Gradual Release Back to The Line - Section 1: Do Now

If you have been reviewing this Unit you may have noticed that I have mentioned several big changes to my pacing calendar this year. First, my time increased per lesson, from 60 minutes to 90 minutes. Secondly, I have chosen to begin the year with a review of operations with fractions and decimals including word problem solving strategies.  These changes have affected this particular lesson in a major way: it is taught later in the year and includes additional resources attached to this reflection.

My first unit this year is titled “Positive Rational Numbers”. I spend the first 19 days of school reviewing basic operations with fractions and decimals and also included a word problems and solving strategies. My second Unit, titled “Integers and Rational Numbers” included the introduction to negative integers FIRST followed by a dive into negative fractions and decimals.

My choice to spend more time on review of operations with positive rational numbers has had a positive impact on my students’ growth. It meant that when we got to this point in the curriculum, students had already spent time reviewing conversions between fractions and decimals AND had had ample time to work with negative integers, familiarizing themselves with their placement on the number line. The materials for this initial lesson on conversions can be found here.  For a better idea of the pacing in objectives this year, a copy of my scope and sequence for the 2014-2015 school year can be found here.

Within this reflection I am including the Do Now we used this year. It included decimal/fraction conversions which we used as a check for understanding before completing the notes and classwork for the day. Students completed 3 minutes of independent work. Then, they were given the answers and checked their own papers. They were given post it notes and asked to write their names on them. Then, they were asked to place themselves in one of three groups by putting their post it under the group descriptions written on the board:

1)      “I got most of these problems correct and feel like I can help someone else”

2)      “I got about half of these problems correct. I need more practice”

3)      “I didn’t get many correct. I need more practice”

Students who elected the first group were asked to bring me their papers. After reviewing their work, I sent back students who needed to show more work. Those who showed an adequate amount of work were given directions to split themselves up into two different groups to help the rest of their teammates finish the worksheet. They were asked to provide additional examples on the back of the paper for students who elected the 2nd group, noting their names on the board.

This is a great activity that uses student peer tutors. It increases the amount of help we can give in class and provides more practice to master concepts for those teaching the material to their peers.

Gradual Release: Reviewing Conversions

# Back to The Line

Unit 2: Operations with Rational Numbers
Lesson 4 of 19

## Big Idea: Students graph addition sentences that use positive and negative fractions

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50 minutes

### Yazmin Chavira MTP

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