Reflection: Developing a Conceptual Understanding Moving Away from Models - Section 2: Launch and Guided Practice


Based on past experience,  I have chosen this mixed number intentionally because the denominator is 10, a few students notice a "buggy" algorithm, they move the 6 from the whole number up to the numerator (next to the 3) to get 63/10.  

I embrace this misconception as a learning opportunity. 

In one group of students, they didn't realize this on their own.  At least that is what I thought, because no one brought it up.  Rather than move on, I chose to face this potential confusion head on.  I prompted them by asking, "Do short cuts have short cuts?"  

I gave students time to think about this and talk with their groups.  Three students had made this observation, but didn't say anything.  I was glad that I confronted this before having them move on to solve more, potentially incorrectly.  

It is more challenging to "un-teach" something that is learned incorrectly than to identify the error in the first place. 

  Misconception Recognized
  Developing a Conceptual Understanding: Misconception Recognized
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Moving Away from Models

Unit 3: Adding and Subtracting Mixed Numbers
Lesson 6 of 11

Objective: SWBAT convert fractions and mixed numbers using models and an algorithm.

Big Idea: This lesson helps students make connections between modeling and computing.

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2 teachers like this lesson
Math, modeling, Fractions, Number Sense and Operations, mixed numbers, convert improper fractions, convert mixed numbers
  60 minutes
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