## Reflection: Student Grouping Exploring Unit Fractions 1/2, 1/3, 1/4 - Section 3: Student Practice

Even though we started off with one computer per student, the room was so quiet that I asked partners to work together on one computer. While students worked together and engaged in mathematical discourse more often, the level of collaboration and number of comments on student slides decreased during this time.

In addition, this slowed productivity as students were having to wait on their partners to finish their slides before they could represent a fraction as well. It was difficult for some students to wait!

Also, since my students were logged into their Google accounts, whenever they commented, their name appeared next to their comment. When students were on one computer, comments would only show up under one student's name.

In order to encourage student ownership, support the process of student-led inquiry, and provide the opportunity for individual students to take flight, I will have students working on their own computers tomorrow... even if it means the classroom is quiet!

This helped me see that engaging in mathematical discourse does not always mean that students are talking out loud. Very thoughtful collaboration was happening through their Google presentation comments!

One Computer Per Two Students
Student Grouping: One Computer Per Two Students

# Exploring Unit Fractions 1/2, 1/3, 1/4

Unit 10: Fractions
Lesson 2 of 16

## Big Idea: By partitioning and adding unit fractions, students will gain a deeper understanding of the meaning of fractions.

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1 teacher likes this lesson
Standards:
Subject(s):
Math, Fractions, Measurement and Methods, technology, composing fractions, ruler, fraction equivalency, fraction tiles
100 minutes

### Kara Nelson

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