Reflection: Connection to Prior Knowledge Equivalent Fractions - Section 2: Guided Practice


I work hard to make sure the students have hands-on / minds-on experiences in math class.  I like to find a balance between direct instruction and guided discovery.  Since I have provided the students with time to experiment with models, I have now chosen to spend a good amount of time really using direct instruction, modeling, and think-a-loud to help students solidify the understanding of multiplying and dividing by a fraction equal to one to make equivalent fractions. 

I take my time with this, allowing students to ask questions and providing extra processing time when I ask questions.  I also repeat over and over again, "I know you know this from last year, I know you remember this, this isn't new, but it is important".  These phrases help me keep the students who know the procedures engaged in also understanding the concepts behind them.  

Tomorrow, I will allow students more time for practice in order to balance today's time at their seats.

  Direct Instruction is still important
  Connection to Prior Knowledge: Direct Instruction is still important
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Equivalent Fractions

Unit 2: Adding and Subtracting Fractions
Lesson 3 of 11

Objective: SWBAT simplify fractions and find equivalent fractions using models, and procedures.

Big Idea: This lesson helps students develop a deeper understanding of fraction equivalence.

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  75 minutes
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