Topic: Equivalent Fractions Lesson Date: April 18, 2013 Reflection On April 18, 2013, I taught equivalent fractions

to Mr. Jones class. I taught the lesson during seventh period; therefore it was immediately after lunch. The objective of my lesson was students would be able to use models to find equivalent fractions. My lesson was whole group and individual. It took about 30 40 minutes to complete. To begin I explained to the class that there are fractions that mean the same thing and that they were called equivalent fractions. I then handed them each a set of fractions strips for them to keep. I showed the class how to use the strips to show equivalent fractions and that if the lines/sections match up then there is an equivalent fraction present. Then I continued to show them how to count the sections to determine the numerator. I handed out a worksheet that I instructed the class to not go ahead. I wanted everyone to do each problem with me so if any questions aroused I could answer the question to the whole class. I also wanted everyone to start the next activity at the same time. The students who are more advanced in picking up math skills were fine with doing the worksheet with their peers and me. I had students explain to me how to use the fraction strips to find the numerator for the equivalent fraction. Most of the students I called on were successfully able to tell the class and me how to use the strips. If a student was struggling to explain it to me, I went over to the student and assisted him or her. I had to do this for two students and when I helped him and her, they had an aha moment and they had a better understanding of how to use the fraction strips. After we completed the nine equivalent fractions together I explained the next activity that they would complete individually. There were eight problems for the students and they had to color in the fractions strips on the worksheet and then write in the missing numerator. I handed out the worksheet and walked around to make sure that students were following the directions, which they were. I also assisted anyone who was struggling. For the students who finished early, I instructed them to write down another equivalent fraction for each fraction on the worksheet. I originally planned on going over the worksheet with the whole class, however we did not have time to. Instead, I collected their worksheets and while they were at Art I checked their answers and circled anything

they got wrong and wrote Try Again underneath their original answer. When I was finished checking their answers I put their worksheets on their desks for them to look at. There is one area where I feel that my lesson lacked. Some students did not realize that if the fraction was 2/3 for example, and they were trying to find the numerator for ?/6, their answer was for 1/3. I do not think that I stressed enough to the class that they do not only need to pay attention to the denominator but the given numerator as well. Based on this I would have something to use to continue my lesson. I would stress to students that they need to pay attention to the given numerator because it may be greater than 1. We would try some examples of this to gain student understanding. Therefore, if were to teach this lesson again I would emphasize that the students should pay attention to the numerator as well as the denominator. If I had emphasized that the day I taught the lesson the next day, I would challenge students to find the equivalent fraction for when the numerator is given and the denominator is missing. There were a few things that I did before and during my lesson that I was happy about. First, I was happy that I cut out the fraction strips for the students. It saved so much time. In addition, my ability to give directions plays a key role in my lesson going well. I also think that I asked better questions to the class for this lesson than my last lesson on division. I have also been able to use what I have learned in Effective Classroom Management to prevent and stop minor misbehavior. Overall, I felt that my lesson went very well. I definitely feel that I have grown and learned from each lesson I have taught.