Observing Student Communication
 Introduction | Sample Play | Possible Moves | Possible Options | Student Work | Questions and Answers | Observe a Classroom | Classroom Practice | Your Journal

Following are some examples of questions you might ask these students. For each question, think about an answer the student might provide, then select "Show Answer" to see possible answers that students might give.

 Teacher: What seems to be the problem? Show Answer
 Student: We got 3/4, but there is already a marker at 4/4 [1] and one at 6/8.
 Teacher: Can you find some other ways to express 3/4 as the sum of two fractions? Show Answer
 Student: We aren't sure how to do that.
 Teacher: Look at the combinations you have written already. Are any of these fractions on a track that is not yet complete? Show Answer
 Student: Yes, the marker on the eighths track can still move.
 Teacher: How much farther can that marker move? Show Answer
 Student: It can move 2/8 more, but if we use the 2/8, we still need to use 1/2 to make up the rest of the 3/4. The halves are already finished.
 Teacher: Can you think of some equivalent fractions for 1/2? Show Answer
 Student: Yes, 1/2 equals 2/4, 3/6, 4/8, and 5/10.
 Teacher: Can you use any of these on another track? Show Answer
 Student: Yes, we could use 5/10 on the tenths track or 3/6 on the sixths track.

Think about the student work and reflect on the following questions:

• From the above conversation, what properties of fractions do the students understand? What properties need further development?
• What questions might you ask to help these students realize that there are additional possibilities for their list?
• What questions will help students find all the possible sums for a given fraction?
• How do the teacher's questions help the students think about the fractions differently without simply telling them what to do? Why is that important?

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