Reflection: Developing a Conceptual Understanding Scaling up, scaling down, scaling all around - Section 3: Exploration


One of the big shifts I have made that is really helpful in engaging my students in sense making is to stop answering their questions. Instead I find it most effective to help them find a way to answer the question themselves. This can be really hard to do 'in the moment'. Sometimes I turn the question to the table group, sometimes I paraphrase back their question, but in this lesson I referred to a familiar context. When one of my students asked about the procedure for calculating equivalent fractions I really wanted him to understand why the procedure works and not just be able to carry it out on command. By connecting the math to the familiar context of tile designs he was able to make sense of what was happening when he was multiplying numerators and denominators. I think when my students can understand the math as a model for the real world they don't need to memorize procedures. 

  Developing a Conceptual Understanding: Ask, don't answer!
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Scaling up, scaling down, scaling all around

Unit 6: Proportionality on a graph
Lesson 9 of 10

Objective: SWBAT compare ratios to determine if they form a proportion.

Big Idea: Ratios can be compared with common denominators.

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Math, Number Sense and Operations, common denominator, multiple methods, peer instruction, comparing ratios, ratios, pattern
  54 minutes
going over the homework
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