## Reflection: Student Led Inquiry Benchmark Fractions and more - Section 3: Fractions greater than 1

As we were working with mixed numbers and improper fractions, I posed this question to the students

2 1/2 = 5/2  how can we prove this is true?  I was expecting the students to show me on the number line.  I was hoping for them to figure out the the algorithm for converting mixed numbers in to improper fractions.

Making connections to mixed numbers

Student Led Inquiry: A great connection

# Benchmark Fractions and more

Unit 4: Number Sense
Lesson 10 of 26

## Big Idea: When students understand how to use their benchmark fractions they can work more fluently to compute, compare, and order them.

Print Lesson
7 teachers like this lesson
Standards:
Subject(s):
90 minutes

##### Similar Lessons

###### Graphing Integers on the Coordinate Grid
6th Grade Math » Coordinate Plane
Big Idea: Each point on a coordinate grid can be described with a pair of coordinate values (x, y) that describe the horizontal (x) and vertical (y) distance from the origin.
Favorites(74)
Resources(18)
New Haven, CT
Environment: Urban

###### Review 1: Eating Out at the Hamburger Hut - Working with Decimals
6th Grade Math » Review Unit
Big Idea: In this lesson, students will review the procedures involved in calculating with decimals and they will have to apply that knowledge to answer questions about eating at a restaurant.
Favorites(13)
Resources(15)
Somerville, MA
Environment: Urban

###### So, When Will I Ever See a Negative Number?
6th Grade Math » Rational Explorations: Numbers & Their Opposites
Big Idea: Okay so... Negative numbers aren't just make believe? Seeing negative numbers in real world context.
Favorites(4)
Resources(18)
Jonesboro, GA
Environment: Urban