## Reflection: Checks for Understanding Adding & Subtracting Fractions with Unlike Denominators (Centers) - Section 5: Group Share

During today's choice time, I was able to have a 1:1 conference with half of my students.  During this time, I learned that students have a solid understanding of what it means to make equivalent fractions.  When talking to me, they use accurately use vocabulary to make sure their thoughts are clearly expressed.

These conference times are both rewarding and beneficial.  However, between conferences, I listened in as groups of students and pairs of students explained their reasoning to one another.  Listening to these informal conversations in contrast to the conference dialogue, I realized that when talking to one another, the students are more vague.

The video of students playing fraction war is an example of this.  One student explained that 2/3 was closest to 1 because it was "1 away".  The rest of the group agreed.  While moving around to other groups, I heard many more examples of this.  Maybe it was in the context of the games, or because students have been working with fractions regularly, so they are taking short cuts.  Either way, I will use this data to inform my future instruction.  I will take some time in a warm-up to "get back to basics" and emphasize the importance of precision.  I expect the students to explain 2/3 as being 1/3 away from 1, not 1 away.

This back to the basics will also help me address the misconception that students shared during the recap, "Most fractions rounded to 1 or 0, not 1/2.

Choice time data
Checks for Understanding: Choice time data

# Adding & Subtracting Fractions with Unlike Denominators (Centers)

Unit 2: Adding and Subtracting Fractions
Lesson 10 of 11

## Big Idea: During choice time, students have an opportunity to select the activities that will help to develop their mathematical fluency.

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Standards:
Subject(s):
Math, Fractions, problem solving, Fluency (Math), Student Choice, Critical Area
45 minutes

### Julie Kelley

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