Reflection: Discourse and Questioning Many Names for Fractions - Section 4: Closure and Ticket to Go


After grading the pre-test, I saw that I needed to include this lesson in Unit 4.  After discussing the do now, I drew a number line and asked students to think about this question: What fraction is exactly between 2/6 and 3/6?  This question is similar to a question that was on the pre-test.  I told students that we were not going to talk about their ideas until the end of the lesson. Unit 4.1 Question.jpg

As an extra part of the closure, I returned to this question.  Students participated in a Think Pair Share.  I walked around and listened to students talk.  I asked one student to share his thinking.  He said that you could create equivalent fractions for 2/6 and 3/6 that both had 12 as the denominator.  You would get 4/12 and 6/12, so 5/12 would be exactly between them.  Then I called on a girl who I had heard talk during the think pair share.  She said that she had thought that 2.5/6 was exactly between the two fractions.  I asked the class if she was correct.  Another student explained that she was correct because if you multiply 2.5/6 by 2/2 you would create 5/12.  About 1/3 of the class said, “Ohhhhhh” at the same time.  It was clear that many students had initially thought of 2.5/6, but had abandoned it. 

Over the next few lessons, I will include questions that build on this concept.  For example, I may ask, “Which fraction is exactly between ¼ and 1/3?” I will ask if 21/72 is correct.  I want students to extend their knowledge of equivalent fractions to realize that 21/72 is equivalent to 7/24.  

  Discourse and Questioning: Framing Question
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Many Names for Fractions

Unit 4: Fraction Operations
Lesson 2 of 19

Objective: SWBAT: • Identify the numerator and denominator of a fraction and how each relates to the part and the whole • Develop strategies for finding equivalent fractions • Simplify a fraction

Big Idea: What does it mean for two fractions to be called equivalent? Students develop strategies for generating equivalent fractions and simplifying fractions.

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Math, Number Sense and Operations, equivalent fractions, 6th grade, master teacher project, simplifying fractions
  65 minutes
unit 4 1 image
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