Mathematical Content, Levels of Students & Standards:
In this section students were faced with several challenging questions that asked them to interpret the remainder differently based on what the question was asking. For some questions students would have to make their answer a whole number by either increasing the quotient by one or decreasing it by one. The mathematical standard that I chose to focus on was “5.NF.B.5- Interpret a fraction as division of the numerator by the denominator (al b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem” (Initiative, 2015). T...
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...r for students as they have not had to deal with fractions since fourth grade. I think that if I am going to hold them accountable for correctly reducing the fraction than I need to give them a fair chance at getting it correct. I think by using the National Library of Virtual Manipulatives rescrouces it would help students refresh their memory on how to reduce fractions (Numbers & Operations). They have great online resources to help students practice equivalnecy which is what some of the students really needed.Overall, I learned a lot about myself as a teacher and about my students’ understanding as well. I think that reflecting on the strong and weak parts of my lesson will only make me a better teacher in the long run. I think that this assignment is very benefical and really allows you to see what worked well and what did not work so well for the lesson.
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