Reflection: Checks for Understanding Is it 1 or more than 1? (Improper Fractions and Mixed Numbers) - Section 4: Closure


As I reflect back over this lesson, I realize that I use a lot of questioning the students throughout the lesson.  This helps me get a grasp on what the students are understanding as we go through the lesson.  If I don't know what they are understanding, then I do not know what instructional strategy I need to use in order to reach them.  For example, in this lesson, the students were having difficulty understanding the denominator for the improper fractions.  If I had not continually questioned them, I would not have known that they were confused about the denominator.  Upon finding out their confusion, I used different strategies (such as models, real-world scenarios) to get the students to come to some understanding of the denominator in improper fractions.  Also, when the students are in small group, they question each other.  This gives the students a chance to hear their classmates thinking about the skill.  Questioning is an important assessment strategy to help me ensure that my students are gaining knowledge.

  Checks for Understanding: Questioning
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Is it 1 or more than 1? (Improper Fractions and Mixed Numbers)

Unit 1: Fractions
Lesson 1 of 22

Objective: SWBAT identify improper fractions and mixed numbers from a real-world context by drawing models.

Big Idea: Fractions with numerators equal to or larger than the denominator can be written as a whole or mixed number. Models can be used to show improper fractions or mixed numbers.

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16 teachers like this lesson
Math, mixed numbers, improper fractions
  60 minutes
1 or more than 1
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