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Reflection

This reflection discusses a lesson on comparing fractions using models. The teacher reviewed fractions with students by showing the numerator and denominator. Students then used pictures to identify equal parts as the denominator and shaded parts as the numerator. Different activities were used to engage students at various levels. Master students matched fraction cards and signs, developing students placed cards and signs, and emergent students wrote fractions and signs on whiteboards. Positive reinforcement through a ClassDojo points system helped keep students focused during the lesson.

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mariam
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73 views1 page

Reflection

This reflection discusses a lesson on comparing fractions using models. The teacher reviewed fractions with students by showing the numerator and denominator. Students then used pictures to identify equal parts as the denominator and shaded parts as the numerator. Different activities were used to engage students at various levels. Master students matched fraction cards and signs, developing students placed cards and signs, and emergent students wrote fractions and signs on whiteboards. Positive reinforcement through a ClassDojo points system helped keep students focused during the lesson.

Uploaded by

mariam
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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 Reflection

My lesson was about I can compare two fractions using models specifically about comparing
fraction by using models with the greater than, smaller than an equal sign. At the beginning of
the lesson, I review for the students about the fractions and where we put the denominator and
the numerator. In the first slide, I show the students 2/4, and I asked them about where is the
denominator and the numerator and where put them?

At the beginning of the lesson I asked the students about denominator and the numerator and
how they compare the fraction by using greater than, smaller than, and equal. Then I model for
the students an example with pictures that the equal parts will be the denominator, and the
nonmature will be the parts that are shaded, but the denominator should be equals, and the
nonmature select the sine.

The students were responded to me because, in the beginning, I model for them how to use
repeated addition. And they were focused on the lesson to know how to repeat addition by using
two ways. Also, the activities were about thought and search, so the students were searched with
their group and did the activity. While I’m doing the lesson, I do a strategy that if the group were
quiet, they would get one point and if they do a noisy thing or move to another group they will
lose one point, so they were quiet. I use (1, 2, three eyes on me) for transition and I worked with
me. Also, I gave them hand activities that about matching and thinking to make them interested
and not feel bored.

The activities were about thinking, the master level was working together they have many cards
that represent fractions, and they have to match each two together and make the sine (greater
than, smaller than an equal). The developing level was working together; the students have to put
two cards of a fraction and put in the middle the correct sine (greater than, smaller than, equal).
And for the emergent level was working in pairs they have whiteboard and markers, the first
student should write a fraction and the second student should write the right sine (smaller than,
greater than and equal)
I match my teaching goals because the students were listening and quiet when I use ClassDojo
point. If they were noisy I give them -1 so when they hear the sound they stop also talking, if
some students were good, I give them 1 or 2 points.

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