Reflection: Student Ownership Adding and Subtracting with Fractions - Section 5: Add/Subtract Round table

I was heading in to the end of the lesson and I wanted to do a check for understanding.  Even though a roundtable is a good way for me to informally assess, I wanted something a little more.  So I had the students work on the 4 problems independently.  I gave them about 10 minutes.  Then I said "Raise your hand if you feel you are an expert at adding and subtracting fractions and that you could explain it to someone else".  Students that raised their hands went to a spot on the perimeter of the room.  Students that were having troubles were instructed to seek out an expert.  Each class period, I had enough experts and enough students to sit with the experts (see Experts teaching kids.docx of experts teaching students).  I got to walk around and listen to students teaching other students how the process of adding and subtracting fractions work.  I wanted to video tape it but my phone battery was dead : (  Once the student-led instruction was done, I had the students grade themselves using the following criteria:

Novice:  you still don't know what is going on.

Apprentice:  you understand but still can't work it fluidly because it requires you to think about the process step-by-step.

Practitioner: you got it, but you forgot to simplify your solutions.

Expert:  You got it, you explained it, and you simplified all solutions.

Student ratings.docx

Student Ownership: A different use for this roundtable

Unit 4: Number Sense
Lesson 11 of 26

Big Idea: Using common denominators with fractions will help the students learn to divide fractions.

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