Video Analysis 3: Fraction Multiplication Situations
Instructional shifts
She started on the rug talking about parts and wholes with the students. It was a relatively new topic, and the teacher asked the students to talk to one another about what they knew. Students responded and gave their reasoning for what they know about parts and wholes. Then, they looked at two different problems. One was looking for the whole and the other was looking for the part. She split them into groups of 2 and they got one sheet with many problems on them. She instructed them to decide if the whole or part was being looked for in the problem. After they finished categorizing each problem, she gave the students a sheet with different fractions on them. They were instructed to match the picture to the fraction.
Formative Assessment
She conducted a formative assessment first thing when she observed what students were saying to one another when they discussed what they know about wholes and parts of a fraction. Students were also assessed when they classified the word problems to whether they were looking for the whole or the part. They were assessed one final time when they matched the story problem to the fraction bar models.
Facilitating vs. Telling
When students had a difficult time deciding what the problem was looking for, she asked the students which example problem it was more like. She asked one student in the pair their opinion then asked the other student if they agree or disagree so they could talk it out. She said to keep the questions she was asking them in mind so they could think it through themselves.
Focus on Understanding Instead of Getting
At first, she did not want the students to focus on getting the answer but rather understanding what the question was asking. She wanted them to identify the type of problem. She wanted to know if they understood if they were looking for the whole or the part, and they did this by comparing the questions to two examples they discussed previously. Their level of understanding was demonstrated again when she gave them a sheet with different fraction bars on them. They matched the story problem to the fraction bar examples. Some did not have fraction bars drawn out and they had to create the fraction bar model themselves.
SMP
One of the first questions she asked a student was "if you add it [the fraction] together, how many times would you add it?" This shows repeated reasoning and the students were showing their knowledge on it when they discussed how many times the fraction had to be added or broken down based on what the question was asking. They modeled using fraction bars, and the teacher helped the students make real world connections to the models from what the problem stated. She asks if there are different approaches which one would be more realistic in real life. She also helped them critique one another by asking if they agree or disagree with their partner.
Why is letting students categorize questions beneficial to their understanding?
Why is modeling these classifications important?
She started on the rug talking about parts and wholes with the students. It was a relatively new topic, and the teacher asked the students to talk to one another about what they knew. Students responded and gave their reasoning for what they know about parts and wholes. Then, they looked at two different problems. One was looking for the whole and the other was looking for the part. She split them into groups of 2 and they got one sheet with many problems on them. She instructed them to decide if the whole or part was being looked for in the problem. After they finished categorizing each problem, she gave the students a sheet with different fractions on them. They were instructed to match the picture to the fraction.
Formative Assessment
She conducted a formative assessment first thing when she observed what students were saying to one another when they discussed what they know about wholes and parts of a fraction. Students were also assessed when they classified the word problems to whether they were looking for the whole or the part. They were assessed one final time when they matched the story problem to the fraction bar models.
Facilitating vs. Telling
When students had a difficult time deciding what the problem was looking for, she asked the students which example problem it was more like. She asked one student in the pair their opinion then asked the other student if they agree or disagree so they could talk it out. She said to keep the questions she was asking them in mind so they could think it through themselves.
Focus on Understanding Instead of Getting
At first, she did not want the students to focus on getting the answer but rather understanding what the question was asking. She wanted them to identify the type of problem. She wanted to know if they understood if they were looking for the whole or the part, and they did this by comparing the questions to two examples they discussed previously. Their level of understanding was demonstrated again when she gave them a sheet with different fraction bars on them. They matched the story problem to the fraction bar examples. Some did not have fraction bars drawn out and they had to create the fraction bar model themselves.
SMP
One of the first questions she asked a student was "if you add it [the fraction] together, how many times would you add it?" This shows repeated reasoning and the students were showing their knowledge on it when they discussed how many times the fraction had to be added or broken down based on what the question was asking. They modeled using fraction bars, and the teacher helped the students make real world connections to the models from what the problem stated. She asks if there are different approaches which one would be more realistic in real life. She also helped them critique one another by asking if they agree or disagree with their partner.
Why is letting students categorize questions beneficial to their understanding?
Why is modeling these classifications important?
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