Reflection: Discourse and Questioning Introduction to Fractions: A Concrete Experience - Section 3: Sharing as a Whole Group


I did not have enough time to run my gallery walk as long as I would have liked to.  If you try this, plan at least 10 minutes for this.  It is so important for the children to have time to consider other's work and to comment intelligently.

A gallery walk may not seem rigorous, but in order to make meaningful comments students have to consider the concept that underlies the art. The prompts that I gave the students helped them with this beginning thinking. Prompting students is important because they frame their thinking first, and then they have to develop their response within the conceptual framework of the dialogue. 

I chose to do a gallery walk instead of having the students just share their work.  I did this to allow the students to consider the fractional concept at least 3 times within a concrete context during the lesson.  This gallery walk gives the students another chance to consider the fractional pieces.  During the lesson they created the art, commented on the art, and in reflected ion the comments left their art.

  A Gallery Tour
  Discourse and Questioning: A Gallery Tour
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Introduction to Fractions: A Concrete Experience

Unit 5: Introduction To Fractions
Lesson 1 of 3

Objective: Students will be able to identify wholes, halves, fourths, and eighths and label the total of each benchmark fraction of an artistic design.

Big Idea: Providing students ample opportunities to work with fractional parts and reason about equally partitioned shapes will help them develop a deep understanding of part-whole relationships.

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Math, Fractions, Number Sense and Operations, equal partitions, unequal partitions, creativity, fractions in real life
  55 minutes
fraction fish
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