## Reflection: Student Ownership Multiplying Two Fractions (Day 1) - Section 1: Warm-up

During the guided practice, I planning on spending a few minutes of "I do, we do, you do" before sending students off to try it own their own.

It is my goal to create a learning community where student inquiry is common place.  To get the students to a point where they feel comfortable asking questions is a challenge, but as the year progresses, it become part of the normal routine. One strategy that I frequently use is to ask students to share "questions, thoughts, and comments".  Today, a great discussion that I had not planned for came from this open ended prompt.

• So, I can see that you multiplied the numerators, that makes sense because the operation is multiplication (x).  But what about the denominators?  Did you multiply them, too?  Why/Why not?

• Do you always have to have common denominators when you multiply?  (Since the examples came from multiplying decimals, both examples after the warm-up have 10 as the denominator in both factors.)

• If you multiply 10/10 x 10/10 will you get one whole?

These student-led inquiries enriched the lesson more than I could have imagined. Because the discussions are directed by the students, they are more engaged and interested in learning the answer.  This also brings more students into the learning experience because it is likely to answer questions that they may not have even thought to ask.

These questions also provided more context and purpose for the launch and guided practice sections of the lesson.

Teaching is really a team sport.  The students and I work together to ask and answer questions. This is an example of me, learning from their probing questions.

Student Ownership: Student led inquiry

# Multiplying Two Fractions (Day 1)

Unit 4: Multiplying and Dividing Fractions
Lesson 4 of 13

## Big Idea: Students practice multiplying fractions using models and mathematical procedures.

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50 minutes

### Julie Kelley

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