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WALKING THROUGH MIS - CONCEPTIONS

WALKING THROUGH MIS - CONCEPTIONS. HARRISON MIDDLE SCHOOL. Puzzle Pieces. In our previous lesson we discovered students had basic fraction misconceptions. These misconceptions ranged from : Piece equality Labeling the pieces How to write an equation

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WALKING THROUGH MIS - CONCEPTIONS

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  1. WALKINGTHROUGHMIS-CONCEPTIONS HARRISON MIDDLE SCHOOL

  2. Puzzle Pieces • In our previous lesson we discovered students had basic fraction misconceptions. These misconceptions ranged from: • Piece equality • Labeling the pieces • How to write an equation • Consistency in fraction equation 1/4+2/4+3/4+4/4=1 • Spatial Relationship with whole and fraction piece

  3. New LessonAre all ¼ pieces the same? Based from the knowledge that we obtained from our previous lesson, we decided to start from the basics. This meant designing a lesson that addressed the students basic fraction foundation, and hopefully the identified student misconceptions.

  4. New Teacher Difficulties • Equal vs. the same • The hook….where is it? • Teacher guidance vs. student discovery • Too many handouts • How to ask key questions without giving them too much

  5. New Realizations As we were designing the lesson we came to understand that correct terminology was very important, but how much of utilizing the terminology is understood, and how much of the terminology is giving too much information.

  6. Lesson Evolution • Wording of problem • Handouts for each student • All materials in one spot for them • Glue sticks and scissors for each student rather than having them share • Student activity checklist

  7. More Student Misconceptions • ¼ is the same regardless of shape • Spatial relationships among the pieces • Piece equality within each shape

  8. Observers vs. Teachers With the increase of Lesson Study awareness and participation of other peers, we have discovered the importance of pre-lesson meetings with individuals being in the observer role. This allows the observer to understand that the purpose of the Lesson Study is to evaluate the lesson and student interaction with the lesson.

  9. New Ideas……..next Lesson Study… • Circle, Square, Rectangle on one handout • Limit the fraction being used to ½, ¼ • Overhead use by students for discussion • Re-word the question i.e. “Are all ½ and ¼ pieces the same?”

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