Facing Fractions

 After observing how fractions were introduced to the students this past week and a half, there are still some students who are struggling to understand the concept of unit fraction versus fractions of a whole. This made me wonder what can we do to scaffold these concepts so that it does not become repetitive and boring for those students who understand the concepts, but still allows for concept development for those who do not understand. 

I feel as though it is important to find the balance between extending and scaffolding learning for all students. By ensuring that learning math is fun and easy, students are more likely tp stay engaged and learn the concepts. 

I have found a game for the students who do not understand fractions as well as others. This can be done as a guided lesson for those students to further their understanding of equal parts as fractions. 

https://www.education.com/game/seashell-look-a-book/

A way to differentiate this for the students have a solid understanding of the concepts, you can challenge them to try and figure out things that they may be learning in the near future. This will also reinforce critical thinking and self regulation skills. Since professor Bromley mentioned in last weeks class that we should consider introducing fractions to students using a number line, I found some resources that support that idea. Below is an image of a question series that I created for how to challenge the students who understand the concept of questions so that they may try something new while the other students are given the opportunity to better understand the concept of fractions. 

I find that by differentiating your instruction, it targets all students needs to keep them engaged while also continuing to extend their knowledge.