Reflection: Grappling with Complexity All Fractions Are Not Created Equal - Section 2: Active Engagement


With tasks like these, you will want to set norms of what should be accomplished as a partnership. We know working next to someone does not mean the students are working "with" someone in order to stretch each other' thinking or learn from one another.  I usually model with a student partner what I am looking for and listening for in each lesson.  After awhile, this type of interaction becomes the routine in the room, as you will see in the videos below. 

I was able to "catch" these girls in what I had hoped would happen as the students worked as partnerships…they naturally began critiquing and revising their work to be more precise!

This first segment is a nice example of how my students begin a conversation when thinking differs. These girls are very respectful of each other and they keep the conversation about the math. 

Here, the girls continue to work on using precise language in order to find a solution to the problem at hand.

  Students Critiquing
  Grappling with Complexity: Students Critiquing
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All Fractions Are Not Created Equal

Unit 6: Unit Fractions
Lesson 4 of 13

Objective: Students will be able to identify unit fractions and recognize that the comparisons are valid only when the two fractions refer to the same size whole.

Big Idea: If you were really hungry, would you want 1/4 of a large pizza, or a quarter of a small pizza? This is the type of question students will be able to answer after this experience.

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11 teachers like this lesson
Math, Fractions, Number Sense and Operations, Math Tools, unit fractions, comparing whole, Critical Area, comparing fractions, Part Whole Concept, Fraction Rods
  45 minutes
fraction pizza thirds
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