Conferencing and Fractions

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Students will be able to review work with fractions as you continue to cover content from the year

Big Idea

Students get the individual time they need to rebuild their confidence on content that they select.

Lesson Beginning

20 minutes
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Lesson Middle

20 minutes
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Lesson End

20 minutes

A successful conference or series of conferences will give you something to share with the class. I like to discuss highlights with the class and share some of the many valuable ideas that students could take away form the lesson. 

With the given problems covered in these conferences, we would review the meaning of transversals, parallel lines and alternate interior angles. This discussion is designed as a response to the conference held in class. In many ways it is unpredictable, but chaos is fundamental in meaningful teaching. I have learned that my job is to work with the hand I have been dealt. When I create the problem to review transversals, I involve the class. 

I call one student up to draw two parallel lines and then ask the class “could they have drawn more than two parallel lines?” Depending on the orientation of the lines, “could they have drawn the lines at a different angle?” 

 Then I would call a student up to draw a transversal and follow up, “could we have drawn more than one transversal? What would happen if the transversal was perpendicular to the parallel lines?”

 Then I would label 4 interior and 4 exterior angles with the letters of their names, for example, angles H,A,R,P,E,R and angles  1,2,3. As a class we would estimate the value of one of the angles using and I would encourage them to use terms like obtuse, acute and right. We would then break down the other angles in the diagram. 

 Many students leave a conference willing and able to teach others about the concept. For the rest of the year, I know I can have this student help others on this topic. They become a teacher that can help me in the room.