## Reflection: Pacing How Do I Share This? Fractions of a Region Part 2 - Section 4: Close

As the students wrap up and clean up, my work is just beginning.  I need to evaluate today's lesson, the student's learning, and what I have learned from my conversations and observations in order to prepare for tomorrow.

We all know that teaching is "in the moment" and the student's needs may not follow the next page in the book given to us to teach from.  I believe that what I do with my pacing is important because I don't work to fix the mistakes made today -- I teach a skill or strategy that will help the students be successful tomorrow or the next time they encounter a situation like our lesson today.

In this lesson, student engagement has been organized to focus on Mathematical Practices 1 and 6 - students are given multiple opportunities to grapple with and make sense of a problem and to persevere in this work, rethinking and revising when needed as well as the expectation that they will frame their thinking utilizing the precise vocabulary that explains and describes the mathematics they are engaged in. This is where the "rigor" comes into my teaching.

I am evaluating student progress toward the content and practice standards to determine what they need to tackle next.   In this lesson, it is applying Mathematical Practices 1 and 6 to the craft of teaching this lesson.

What's Next?
Pacing: What's Next?

# How Do I Share This? Fractions of a Region Part 2

Unit 6: Unit Fractions
Lesson 6 of 13

## Big Idea: Drama, drama, drama! Students love to play and act. Crafting skits to solve word problems fosters dramatic math play.

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2 teachers like this lesson
Standards:
Subject(s):
Math, Fractions, Number Sense and Operations, Dramatic Arts, fraction word problems, unit fractions, fractions in real life, reader's theater, modeling math, writing across the curriculum, group work, numerator, denominator, whole
60 minutes

### Michelle Marcus

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