## Forum Replies Created

• ### Jeff Harvey

Member
August 17, 2021 at 12:55 pm

I was co-teaching a lesson in a Grade 5/6 classroom and we were exploring equivalent fractions. The task was to draw an outline around the area that represents one half. I guess I did not give clear instructions and they started drawing in the white space to make halves. I was maybe too open to not intervening. I was exploring how much to say in the beginning. It was also tough since the co-teacher and I did not have an established dynamic. Anyway the task did not go very well, and the discussion was weak.

So we pivoted to a task of making 2 and 1/2 as many ways possible with pattern blocks. The goal is to show equivalent fractions, but that learning goal adds on the concept “it matters what you define as your whole” Which came out naturally. That lesson was successful and in discussion you could see the student really understanding and lighting up and even articulating their understandings of equivalence and also defining the whole. So that worked much better. With very little teaching, only directing conversation between the students for the whole class.

• ### Jeff Harvey

Member
May 31, 2021 at 3:22 pm

I used the “put your arms around it” task from Mindset Mathematics book in several Gr 2-4 Elementary Math classes. Students explore perimeter by going around the room with a string (students get all different sizes) and they have a chart – objects that are too small and objects that are too large and they write them down on their clipboard. They draw the object in the room that the string wraps around perfectly on the back of their page. What I am realizing about this task is that it works because there is alot of estimation going on as Ss try to predict which objects in the room it could fit around. There is not much information given to them and there is lots of noticing and wondering going on. They get to explore objects that are of interest to them. Will my string wrap around my waist? Around this globe? Around this recycle bin, water bottle… etc. It’s also a nice visual and physical model / manipulative to refer to later. How the teacher presents the students with their string and starts the questioning would be important to “withhold info, create anticipation, get noticing and wondering and then estimation…” Knowing what I know now, I think I’d do a better job with this lesson next time I try it.