## Reflection: Student Grouping Problem Solving (Different Operations with Fractions) - Section 4: Group Practice

I understand that text books are not perfectly aligned to the common core curriculum.  For this reason, I am sure to plan each lesson with CCSS objectives. I do not follow the text book as it is designed but I do use it as a resource. There are many great problems, activities, and examples in the textbook that I use to save time.  This lesson is a great example of this.

In the text book, there are over 15 well written word problems for a problem-solving lesson.  Using these problems saves me from having to create my own.  However, it is not reasonable to expect the students to solve all of these problems.  It is my job to find the problems that best suit the students in my class.

Yes, the text book provides answers.  However, these answers do not tell me everything I need to know when selecting problems for my students to solve. In order to appropriately assign problems to each group, I solve the problems myself.  Going through the process with the students in my class in mind allows me to think about each problem as the students would.

As I solve the problems, I keep notes of the strategies I used.  I consider my students' thinking, and then choose which problems would be most beneficial for each of the different color (homogenous groups) in my class.  The most beneficial problems provide students with a challenge yet they are attainable.  I want students to demonstrate perseverance when faced with a challenge, they may have to rework a problem (sometimes more than once) but for me it is important that they are able to meet success too.  Students should struggle a bit, but then they should be able to succeed.

When solving the problems in this lesson, I found number 5 to be a good problem for all students to solve.  It would be an easier problem for some groups and one of the more challenging problems that I assign to other groups.  I always like to have one common ground problem so students from different color groups can share this experience.  I have attached an example of how I assign these problems to the different color groups.

Work Smarter, Not Harder
Student Grouping: Work Smarter, Not Harder

# Problem Solving (Different Operations with Fractions)

Unit 4: Multiplying and Dividing Fractions
Lesson 9 of 13

## Big Idea: Students put their fraction skills to use to solve problems involving addition, subtraction, and multiplication of fractions.

Print Lesson
22 teachers like this lesson
Standards:
Subject(s):
Math, Number Sense and Operations, Fractions, problem solving, subtract fractions, adding fractions, multiply fractions, multiple step problems, Critical Area
55 minutes

### Julie Kelley

##### Similar Lessons

###### The King's Taxation M & M's
5th Grade ELA » Our American's Revolution - A Time For Change
Big Idea: It is not until you have lived through difficult times that you can fully understand them.
Favorites(65)
Resources(13)
Stockton, CA
Environment: Suburban

###### What Fraction of the Section Does Each Person Own?
6th Grade Math » Fraction Operations
Big Idea: What fraction of the section of land does each person own? Students use an area model of farmland to determine how much land each person owns.
Favorites(61)
Resources(28)
Somerville, MA
Environment: Urban

###### King Fraction
4th Grade Math » Operations with Fractions
Big Idea: In this lesson, students interact with a story about King Fraction. Through interacting with the story, students gain an understanding for finding a fraction of a whole number.
Favorites(16)
Resources(19)
Helena, MT
Environment: Suburban
sign up or
Something went wrong. See details for more info
 Nothing to upload details close