It is getting close to the end of our fractions unit . . . and I am trying to reflect on what more I need to accomplish! I am really seeing students (for the most part) having an “ease” with fractions, with equivalence, and with some of the “big picture” ideas. I know I want to dig into some problem solving with addition, subtraction, multiplication, and division, and I want to throw some more “traditional” exit slips at them to see how well they do on more computation-based tasks as well.
Today I asked the students to solve some quick equivalency problems (3/4 = ? /16) and so on. 17 of my students aced it, 3 of them missed one (fact mistakes . . . AYE! So many fact mistakes!!!), and 2 of them seem to still really not understand the concept. Tomorrow–I will pull the 2 and go back to some paper folding to try to connect to the computation and see where they are missing the boat.
So . . . today! What did we do? I flashed the following direction on the Smartboard:
|This group started with a linear number line until one student suggested they made two rows to fit it all on the chart paper.|