Reflection: Classroom Setup Complex Doesn't Have to be so Complex! - Section 2: Bell Ringer

 

Boy oh boy, MP 1 is still our nails on a chalk board.  My students are still experiencing high levels of frustration.  After sitting in his I.T.T seat for no more than 2 minutes, he reads the task, and calls out, " I can't do this, I don't know what a complex fraction is."  I ignore the first out burst.  He calls out again, "Mrs. St.Clair what is a complex fraction?"  I ignore again.  He now is highly frustrated and says, "I am not doing this."  I say to him, "What do you think it means?"  He states, "I don't know."  I ask, "What do you know out of those two words?" He responds, "Fraction!" I say to him, "yes, this does have to do with fractions, you do know something." I encouraged him to unpack the task and do what he could. I encouraged him to keep thinking and write anything that he knows.  He wrote down 3/5.  This was all that he wrote, however I told him this was something that he knew when he though he knew nothing at all.  Students with little to no understanding will appreciate encouragement on the smallest of efforts.  This will build their confidence and let them know they do know more than they think.  We built from there and his experience shifted as the task went on. 

  Students are still frustrated with I.T.T.
  Classroom Setup: Students are still frustrated with I.T.T.
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Complex Doesn't Have to be so Complex!

Unit 5: Proportional Reasoning
Lesson 9 of 9

Objective: SWBAT write ratios as fractions 3 different ways, as a complex fraction, a unit rate, and a unit fraction.

Big Idea: Students will grapple through multi-step problem to find the amount spent on a pair of boots from Macys using the ratio of money spent to money left over in an account and write the ratio as fractions in four ways.

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