Reflection: Student Ownership Inquiry with Mixed Numbers - How far did she run? - Section 2: Concept Development

 

As you can see in my video reflection this lesson was a true inquiry based lesson.  Students most definitely struggled with this problem, but they all tried and didn't give up. One of the things I like best about the 2, 4, 6, 8 strategy is that it gives students a focus and structure for their collaboration time.  By using a set amount of minutes, students don't have any wiggle room to have side conversations or be off topic.  I wish I had thought of this strategy much earlier in the year.  This strategy was so successful today I've already begun thinking about how I can adapt it and change it so I can continue to use it, but so that students don't get bored with it. I will absolutely use this strategy again in the very near future.

  New Strategy a Success for All
  Student Ownership: New Strategy a Success for All
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Inquiry with Mixed Numbers - How far did she run?

Unit 5: Operations with Fractions
Lesson 3 of 14

Objective: SWBAT solve problems involving a fraction and a whole number by using an fraction model.

Big Idea: In this inquiry based lesson students collaborate to solve engaging real world problems in order to add or multiply mixed numbers to whole numbers.

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4 teachers like this lesson
Subject(s):
Math, Number Sense and Operations, Fractions, problem solving, partner work, adding mixed numbers, multiplying fraction, Fraction, operations with fractions, video engagement
  52 minutes
mixed
 
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