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* *Reflection: Student Communication
Ordering Fractions With Partners - Section 2: Partners Working Together

I found it was essential to balance personalities for this activity and prioritize that over setting up partnerships by skill level. I paired two students that I thought would be successful, and on this day for this activity, it did not succeed. I chose to reassign each of these students to create a group of three with other partners who were working successfully together. I did this because I wanted the students to stay focused on the math and the math discussion instead of having personal conflict affect the classroom. When this happened, I approached the students to ask about their math discussion. I find that having the students describe their discussion and take ownership for their engagement in the task makes it easier to regroup students when needed. This also removes me from the role of reprimanding students and keeps me as a facilitator for learning.

Some of the students I paired together both had succeeded in ordering fractions, so this activity was a review for them. However, they were still engaged in a teaching and learning skills.

*Choosing Partners Carefully*

*Student Communication: Choosing Partners Carefully*

# Ordering Fractions With Partners

Lesson 6 of 18

## Objective: SWBAT to practice ordering fractions on a number line by teaching each other.

#### Warm-Up

*5 min*

This is a reteach of a relatively complex concept - ordering fractions on a number line. I open by reviewing a number line, marking 0 and 1. Then we figured out half by putting our arms straight out ahead of our bodies and them together (slowly - you may want to do some interactive modeling first) at the same time to meet in the middle. We used the same approach (my arms are actually pointing to the number line) to determine and mark 1/4, which is half way between 1/2 and 0. Then we talk about how to figure out where to put 1/8. I'm hoping students will continue to apply what they know - a half - to break these fractions down.

I draw models of fraction strips to show 1/2 compared to 1/4 and 3/8. To help students develop some perspective regarding these smaller fractions, we discuss how having 1/8 of something like a candy bar may not be what you want to have. Then I present a reasoning problem. Consider the task of cleaning the school. Would you want to clean the whole school or 1/8 of the school? The real world discussions about fractions helps the students understand the quantity is related to the whole, which is being divided into fractions.

I explain to the students they will be teaching each other how to order fractions on number lines, based on their performance and questions from the fraction assessment. I explain they each have their own partner to teach, and to question about how to order fractions.

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#### Partners Working Together

*20 min*

Using their fraction strips and whiteboards, students work together to order fractions. There are two number lines to complete. A number line for halves, fourths, and eighths. The second number line is four halves, thirds, and sixths.

Each number line is marked with zero and one, and students work in partners to teach each other how to order fractions. My students are able to partner up fairly evenly within different skill levels, but some are working with a similar partner. The focus of this lesson is the students teaching each other about ordering fractions.

I facilitate the groups and the discussion.

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#### Wrap Up

*10 min*

During the wrap up I have the students evaluate the challenges and successes from working with their partner. I ask, *"What was challenging and what was easy about teaching and learning from a partner?" *Students share about the challenges of getting their partner to listen to their instruction, explaining their thinking, and in some cases working with a difficult partner.

Their successes include communicating so that the partner learned how to order fractions, showing how to use the fraction strips, and being able to ask questions to help them learn.

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##### Similar Lessons

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Environment: Suburban

- LESSON 1: Fraction Counting
- LESSON 2: Our Garden Problem
- LESSON 3: Units & Wholes (Days 1 - 3)
- LESSON 4: Fractions On A Number Line
- LESSON 5: Fraction Assessment
- LESSON 6: Ordering Fractions With Partners
- LESSON 7: Plant The Garden to 3/4
- LESSON 8: Creating Fraction Strips
- LESSON 9: Large Number Lines
- LESSON 10: Comparing Unit Fractions
- LESSON 11: Debate: Does This Shape Show Fourths? (Day 1 & Day 2)
- LESSON 12: Drawing Fraction Bars to Compare Fractions
- LESSON 13: Modeling Fractions Assessment
- LESSON 14: Unit Fraction Examples & Non-Examples
- LESSON 15: The Whole In Fractions
- LESSON 16: Ordering Fractions With Fraction Cards (Days 1 - 3)
- LESSON 17: Equal Unit Fractions?
- LESSON 18: Showing Halves