Reflection: Accountability Who has the largest fraction? (Ordering Fractions) - Section 3: Closure


As I reflect on this lesson, I realize that some students do not take accountability for their learning.  As teachers, we instruct, guide, question, and model daily to provide the students with the necessary knowledge that will make them successful.  In this lesson, a few students are still having trouble with denominators.  As I question these students to help them understand the concept, the lack of interest is evident in some.  I try to motivate the students in every way that I can, but the students must want to learn for themselves.  As much as we have discussed fractions and denominators, and drawn models of the fractions, these students should have learned much of what has been taught.  Because I care about the students and want to encourage them to learn, I will try new strategies to reach them.  Because this is the age of technolgy and the students' love for using technolgy, I plan to try technological interventions to help these students gain the understanding necessary to be successful, as well as capture their attention.  By doing this, I am providing the students with another method of understanding a skill.  These students will be held accountable for their learning because they must apply this skill in an evident way that shows success.

  Accountability: Accountability
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Who has the largest fraction? (Ordering Fractions)

Unit 1: Fractions
Lesson 7 of 22

Objective: SWBAT use models to order fractions.

Big Idea: Models can help students compare fractions, ordering them from least to greatest or greatest to least.

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  50 minutes
ordering fractions
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