## Reflection: Lesson Planning More Than One Name for a Fraction - Section 3: Independent Practice

I thought my directions for this part of the lesson were clear. I wanted students to divide the same shape in 2 different ways and to compare what a half of a shape and 2 quarters of the same shape would look like.

We had been working together and I thought students understood what I had asked them to do. I was wrong. Students did not understand my directions. They did not understand that they could divide the same shape 2 different ways and then compare those pictures.

So maybe my directions were not clear. That is part of the problem. The other part may be that students were not ready for this jump from what we have done together to trying the activity alone.

The students can see the equivalence really well when the see that the SAME piece can be labeled different ways, as opposed to the side-by-side comparison. I need to build on this visualization and not jump to quickly to independent  practice.

Next time, I would hand students the template, but do the activity together. I would direct students to draw a hexagon. I would then tell them to draw a line to mark it in half. Next I would ask them to draw a second hexagon and mark it in quarters. Now I would ask them how many quarters would fill the half on the first hexagon.

I would repeat this process with squares and circles. The jump to independent was too soon for students.

Directions or No Directions
Lesson Planning: Directions or No Directions

# More Than One Name for a Fraction

Unit 9: Fractions
Lesson 7 of 10

## Big Idea: We are all called by more than one name. Lets find out if fractions can be too!

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Standards:
Subject(s):
Math, Geometry, Fractions, Number Sense and Operations, equivalent fractions, square
50 minutes

### Beth McKenna

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