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Instruct
What student misconceptions have you encountered related to fraction, decimal, and percentage concepts? How do you help students understand the notion of equivalence among fractions or prepare them for this understanding?
One misconception I have encountered with fraction is that students have a misunderstanding of what the denominator and numerator represent when using a visual aid. For example, if given a picture with ¾ shaded, they cannot identify which is the denominator …show more content…
I would also use the numerator and denominator song: from https://www.youtube.com/watch?v=j7WhRMvlQwo
Practice
Use this scale in order to rate the following…
1 = Detrimental
3 = Neutral
5 = Highly Effective
Select, define, and rate the effectiveness of three to five instructional strategies from the video.
Having the students draw the fractions, write in what the fraction means, and then creating a problem with the fractions.
Extension=having the early finishers use different fractional pieces to create whole pieces and having them find as many different combinations as possible.
Using the students answers. Praising the students and showcasing the students who have done a good job or come up with the correct answer and can justify how they came to have the answer.
Manipulatives. I noticed that each student had their own set of manipulatives and not having 2 or 3 students share one set of manipulatives.
Re-stating the information and assessing the students’ knowledge of the concept. Also asking the one student if he had known what he had written.
Assess
List three potential positive outcomes for grouping students in pairs or in small …show more content…
Because they are required to defend and explain their approaches, as is done later in the class, this permits them to both be creative and have ownership of the knowledge that they acquire.
-Partners are free to make and correct their mistakes without the embarrassment that can occur in whole-class situations.
Compare Your Evaluations The experts and I have similar and different views on Mr. Tom’s lesson. We both emphasized how the use of students working with partners to learn from each other is very efficient. It’s very effective because students are allowed to rely on each other for the right answer. I emphasized the fact that Mr. Tom uses a real-life example, that was very familiar to the students. Once students have the ability to relate they have the potential to engage. It was incredible to see how two different people can view the same lesson and see the experiences in various standpoints.
Classroom Connection
Six people go to a pizza parlor to share a large pizza. If each person first takes an equal share and then divides his or her share into thirds, what part of the original pizza will each piece be? Explain your
Instruct
What student misconceptions have you encountered related to fraction, decimal, and percentage concepts? How do you help students understand the notion of equivalence among fractions or prepare them for this understanding?
One misconception I have encountered with fraction is that students have a misunderstanding of what the denominator and numerator represent when using a visual aid. For example, if given a picture with ¾ shaded, they cannot identify which is the denominator …show more content…
I would also use the numerator and denominator song: from https://www.youtube.com/watch?v=j7WhRMvlQwo
Practice
Use this scale in order to rate the following…
1 = Detrimental
3 = Neutral
5 = Highly Effective
Select, define, and rate the effectiveness of three to five instructional strategies from the video.
Having the students draw the fractions, write in what the fraction means, and then creating a problem with the fractions.
Extension=having the early finishers use different fractional pieces to create whole pieces and having them find as many different combinations as possible.
Using the students answers. Praising the students and showcasing the students who have done a good job or come up with the correct answer and can justify how they came to have the answer.
Manipulatives. I noticed that each student had their own set of manipulatives and not having 2 or 3 students share one set of manipulatives.
Re-stating the information and assessing the students’ knowledge of the concept. Also asking the one student if he had known what he had written.
Assess
List three potential positive outcomes for grouping students in pairs or in small …show more content…
Because they are required to defend and explain their approaches, as is done later in the class, this permits them to both be creative and have ownership of the knowledge that they acquire.
-Partners are free to make and correct their mistakes without the embarrassment that can occur in whole-class situations.
Compare Your Evaluations The experts and I have similar and different views on Mr. Tom’s lesson. We both emphasized how the use of students working with partners to learn from each other is very efficient. It’s very effective because students are allowed to rely on each other for the right answer. I emphasized the fact that Mr. Tom uses a real-life example, that was very familiar to the students. Once students have the ability to relate they have the potential to engage. It was incredible to see how two different people can view the same lesson and see the experiences in various standpoints.
Classroom Connection
Six people go to a pizza parlor to share a large pizza. If each person first takes an equal share and then divides his or her share into thirds, what part of the original pizza will each piece be? Explain your