This was a worksheet my mentor teacher used to introduce the idea of fractions. My mentor simply talked about a pizza and how it can be divided into different slices. There was no talk about equal, half, whole, or any other "key words."
Question 1: The students have background knowledge on "line of symmetry" why did my mentor teacher not include this in the lesson?
-I plan to work on fractions with a few students and incorporate the idea of symmetry.
Question 2: How can the student on the left pick up the information so much better than the student on the right?
- As my teacher continues to introduce fractions I am going to pay very close attention to the student on the left. Honestly the way my mentor teacher introduced the lesson would have confused me as a 2nd grader.
Question 3: Do the students actually understand that the shapes need to be divided into equal parts?
-It will be interesting to see if the students are able to take a whole shape and divide it into fifths, fourths, thirds, ect.
I am now thinking about changing my lesson plan to working on fractions. Right now I am planning on modeling the video that we watched a few weeks back about exploring one half.
These are all comments or questions that I would have made myself...The key question I think is "What does this student actually understand based on this worksheet?" We don't really know...there are many "counter-examples" that we could present to test this...perhaps that would be the way to advance student thinking (e.g., a circle cut into unequal slices...what does this represent?)
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