Reflection: Student Led Inquiry Fractions: Reviewing the Basics - Section 3: Vocabulary List


I did not plan for the group discussion that happened after the vocabulary share.  One student made a prediction about multiplying fractions.  

"I think that when we learn to multiply fractions, we are going to multiply just the numerators and keep the denominators the same.  I think this because when I learned to add fractions, I knew just to add the numerators."

I was caught off guard to hear that without prompting, a student was making some mathematical conjectures.  I explained that I was so pleased to know she was making predictions about math.  I told her we'll wait to see what we discover, because I wanted her to keep thinking this way.  Since she wasn't sharing a misconception, she was sharing a well- reasoned prediction, I did not want to stifle her thinking. 

From there, more students shared some predictions they have about the upcoming topic, and asked questions about working with fractions.  I heard each student's thoughts, but did not sway them either way.  Instead, I continued to praise them for inquiring and told them we would revisit these thoughts throughout our work with fractions. 

  Be spontaneous
  Student Led Inquiry: Be Spontaneous
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Fractions: Reviewing the Basics

Unit 2: Adding and Subtracting Fractions
Lesson 1 of 11

Objective: SWBAT demonstrate the depth and breadth of their fractional knowledge and skills using models, pictures, or symbols.

Big Idea: Students have fun with fractions as they connect with prior knowledge of equivalent / simplify / estimation of solutions.

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Math, Fractions, Critical Area
  60 minutes
screen shot 2014 02 11 at 4 29 22 pm
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