Whole-Class Reflection

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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 or numerator.

When working
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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

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