## Reflection: Student Led Inquiry Fraction Bars Represent Division - Section 3: Guided Practice

During the guided practice portion of this lesson, students asked very compelling questions. After working as a group to convert 3/4 into .75.  I asked students if this was a reasonable outcome. They agreed that it was and used 4 quarters and \$.75 as evidence.

I was planning to move on to another example, when one of the girls asked " What if you had a mixed number?  Would you keep the whole number the same and then just change the fraction to a decimal?"

This question impressed me because she (M) demonstrated forward thinking, knowing that we would be working with mixed numbers again soon.

Rather than answer her question directly, I asked the groups to talk about this.  I asked M to talk with her group and share her reasoning why she thought this would be the case. Then, one member of each group shared the groups thoughts.

When students ask questions that lead to great discourse, I feel rewarded.  This was an example of one of these moments.

Interactive Modeling and Mathematical Discourse
Student Led Inquiry: Interactive Modeling and Mathematical Discourse

# Fraction Bars Represent Division

Unit 4: Multiplying and Dividing Fractions
Lesson 1 of 13

## Big Idea: Students convert fractions into decimals using their knowledge of division.

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Standards:
Subject(s):
Math, Fractions, Number Sense and Operations, Decimals, division, Critical Area
50 minutes

### Julie Kelley

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