## Reflection: Student Feedback North of the Dungeon - Section 2: North of the Dungeon

Sometimes we have a good idea and assume that no one ever thought of our idea. I worked hard to come up with terms for numerator and denominator that students might identify with and remember. I decided on a dungeon for the denominator because it is always at the bottom of the castle and the denominator is at the bottom of the fraction. I tried several ideas for n - numerator and finally came up with north. On a compass rose north is always up like the top of the fraction and we had been studying Slavery so we had read a book called "Escape North.".

I thought this would be a good idea and was presenting it when a child in my class raised her hand and said, "my mom taught me this last night!" "Really?" I asked. "Yes," said the child, "she told me that the top is like escape north, like the slaves."

So much for my clever idea. I guess other people had thought of it as well. (But I still like the idea of relating new terms to things that students can identify with to scaffold the learning.)

Student feedback helps us to gauge their learning and understanding. If my students look at me blankly when I try to make a connection such as dungeon and (escape) north, then I know that the connection was too vague. If they are using my terms, or asking questions, then I know that at least for some students, what I was trying to connect, did in some way make sense.

Good Ideas
Student Feedback: Good Ideas

# North of the Dungeon

Unit 9: Fractions
Lesson 5 of 10

## Big Idea: Students need a hook to remember new terms. Castles and treasure maps can provide that hook

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70 minutes

### Beth McKenna

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