No Series: Finding Math Everywhere (Uncut)

Finding Math Everywhere (Uncut)

Math, Grade 3, Fractions, Real-world Mathematics

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Discussion and Supporting Materials

10 Comments

  • Private message to AUDREY Batiste

This lesson is about using real world, that kids like such as pizza or watermelon to connect them with learning. of fractions. Given models they used them to get the right answers and then to justify their answers. Sharing their answers and reading task as a class to help them to understand instructions. 

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  • Private message to Ta'Brechi Alston

I enjoyed watching the educatorteach students how to be experts in fractions, by using various strategies, by checking their answers and by justifying their strategy and answer. 

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  • Private message to Julio Jacobo-Martinez

Using real world examples when teaching mathematics is an excellent strategy. The teacher starts her class with a critical thinking question, by asking her students to think about when do they see fractions during their daily routine. Her warm up was appropriate and the cafeteria example about the pizza slice, really helped her students understand the objective for that day. The class discussions are great! You can hear great academic vocabulary and the students seem to be familiar using these terms in class. The implementation of strategies while problem solving is great. They’re underlining important information, circling important numbers and eliminating extra information. I like how she has individual conversations during the student independent work and asking for the reasoning for their answers.

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  • Private message to Ivana Ivancic Galic

I found this lesson very, very frustrating. Here’s why:

 

The video starts off with “OK, today we are going to be doing some very, very special math, and we are all mathematical thinkers and we find math everywhere.” So clearly the teacher is trying to relate fractions to real life but by using the lunch room and by talking about unequally divided pizza slices and equating that with one fifth portions she is making it very confusing. 

At approximately 3:30 in the video the teacher says: “Let’s pretend that this is the biggest one fifth of a slice of pizza, and then this one is the smallest. Would I have equal amounts though?”

This is a really confusing way to ask this question. If they both have one fifth, then yes they are equal. But they’re not equal fractions of a whole if they’re not equal in size! 

 

I feel like the teacher could have prepared better for this lesson by going over exactly what she will talk about and then made sure she has all the props ready (five 1/5ths to exemplify a whole). I feel like Alec explained it better than the teacher. I also feel like the teacher did little to encourage Alec but actually confused him later on in the video. My advice for this teacher is to go over the lesson and make sure it makes sense. Maybe ask a colleague to go over it with her and get some feedback. She’s confusing key concepts: Equal parts of a whole / fractions and pie charts (which can have multiple slices representing different percentages of data).

 

This lesson could have been simplified and less confusing if the teacher took two identical pictures of a watermelon, marked them ahead of time and divided one into 3rds and the other one into 6ths. Demonstrated how 2/6ths equals ⅓ by placing them inside or on top of each other. This would clearly demonstrate and solve the problem she had on the board. 

 

To cut fruit in half and half again to show halves and quarters, care should be taken to actually cut precisely to avoid confusion. 

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  • Private message to LaSonya Nelson

Verberalization is key I believe. If the students can hear it say it and write it then they will have a better chance of recalling concepts when it comes to testing. Using this method of repetion for math is great because its not just going in one ear and out the other. The students have a better chance of retaining it and also will be able to have a self teach class in the long run.

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