Invite students to review their solutions for the Look for misconceptions or Problem Set. They should check their work by misunderstandings that can comparing answers with a partner before going over be addressed in the answers as a class. reflection. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. What were the different wholes we saw at each station that were the same? What different unit fractions did you see as you went from station to station? What did you notice about different unit fractions at the stations? Which unit fractions had the most equal parts? Which unit fractions had the least equal parts? What surprised you about the different representations of thirds, or any other fraction? How does the water compare to the clay? The clay to the yarn? What if all the wholes were the same size? What would happen to the equal parts? Does it make sense to use Problem 2 picture (the brown strip) to compare and ? Why not? Allow students to complete Exit Ticket 5.12 independently.
Invite students to review their solutions for the Problem Set. They should check their work by comparing answers with a partner before going over answers as a class. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. What were the different wholes we saw at each station that were the same? What different unit fractions did you see as you went from station to station? What did you notice about different unit fractions at the stations? Which unit fractions had the most equal parts? Which unit fractions had the least equal parts? What surprised you about the different representations of thirds, or any other fraction? How does the water compare to the clay? The clay to the yarn? What if all the wholes were the same size? What would happen to the equal parts? Does it make sense to use Problem 2 picture (the brown strip) to compare and ? Why not? Allow students to complete Exit Ticket 5.12 independently. Look for misconceptions or misunderstandings that can be addressed in the reflection.