Reflection: Rigor Fractional Parts of an Hour (Day 2) - Section 4: Activity


This is an inherently rigorous activity but difficult without meaning is pointless.  As I move around the classroom I ask questions about what individual students are doing to prompt them to develop their thinking further.  It has taken me a lot of practice to get to the point where I am now, where I feel that I am successful the majority of the time in not telling them anything that they can figure out on their own.  It's a balancing act - giving a student too much help too often leads to mental passivity, a sense of dependence, and a lack of initiative.  Giving a student too little support leaves them discouraged and even possibly angry.  I think before I speak and work very intentionally at providing them with the guidance they need while not providing any more than they need.  It sounds easy but it is not.  I'd say this isn't something I've become really good at until the last several years.  What makes it trickier still is that students needs are always shifting depending on context, content, background knowledge, their mood...

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Fractional Parts of an Hour (Day 2)

Unit 6: Time
Lesson 8 of 11

Objective: SWBAT manipulate fraction pieces that represent different parts of an hour to create combinations that equal 1 hour in all.

Big Idea: Time and fractions are related!

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