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Fractions for Fourth Graders

4th Grade Math

General Info

Created ByLucy Canotas
SchoolBakersville Elementary School
LocationManchester, NH
RoleTeacher

About the Lesson

Subject Area
Grade
Lesson/UnitFractions

Using the QFT

Place in the Unit/LessonBeginning
Brief description of the unitA formative assessment to determine where the students are and what further content regarding fractions needs to be covered.
Final QFocus

Student Work

Student Questions

Priority questions in bold

Group 1

  • Why are five shaded?
  • Why are there lightning bolts?
  • Why are there 15/24 circled?
  • Why are there 5/8?
  • Why are there 19 circled 4 not?
  • Why does it have an equal sign?
  • Why is it equal?
  • Is five eighth equal to 15/24?
  • Why do I see a circle?
  • Does it have an equal sign?

Group 2

  • Why is it fractions?
  • Why is it even?
  • Why is it 5 after 8?
  • Why are they not all circled?
  • Why is it 15 out of 20 when its really 19 out of 24?
  • Why can’t it be addition?
  • Is it math?
  • Why is it on a paper?
  • Why are they not all circled?
  • Does it involve reading?
  • Why is there a line?
  • Why are there only 2 fractions?
  • What are fractions?
  • Why do we need fractions?

Group 3

  • Why are the fractions circled?
  • Why are some of them shaded and some not?
  • Why are there numbers?
  • Why are there fractions?
  • Why are there lines?
  • Are they equal signs?
  • Are those numbers equal to each other?
  • How do you make fractions?
  • How do you make fractions equal to each other?
  • How are fractions equal?
  • Are these real fractions?
  • How come they look funny?

Group 4

  • Why is it a fraction?
  • Why do we do it?
  • Why is it split up?
  • How many things are in fractions?
  • Why is it split into groups?
  • Why are the fractions 15/24 and 5/8?
  • How can we use it everyday?

Group 5

  • Why is it on paper?
  • Why are there fractions on the paper?
  • What type of fractions are there?
  • Why does it show 5/8?
  • Why is the circle shaded?
  • Why is the lightening bolt circled?
  • Why are there stamps?
  • Why is the circle shaded into 5/8?
  • Why are there equal signs?
  • Why are there three not shaded in?
  • Why do they have to be fractions?
  • Why are they not all shaded?
  • Why is 5 not circled in the group?

Group 6

  • Are they even?
  • Why does it look confusing?
  • Why are they different shapes?
  • Why are they fractions?
  • Why does it say there equal?
  • Why did they choose these 2 fractions?
  • Why are they 24 under the symbol?
  • Why is it circled?
  • Why is there a area model and a set model?
  • Why are they different numbers?
  • Why is there shaded out of 8?
  • Why is the set model a lightening bolt?
  • Why is there a equal sign?
  • Why is it equal?
  • How is it equal?
  • Why does it have only 2 pictures?
  • Why is this picture here?

Priority Questions

  • Why are there fractions on the paper?
  • Why is the circle shaded?
  • Why are there equal signs?
  • Why is it factions?
  • Why is it 15 out of 24 when it really is 19 out of 24?
  • What are fractions?
  • How are fractions equal?
  • Are these numbers equal to each other?
  • Why are some shaded and some are not?
  • Why are there lightening bolts?
  • Why are there 15/24 circled?
  • Is it equal?
  • How is it equal?
  • Why are there 24 thunder symbols?
  • Why is there 5 shaded out of 8?
  • Why do we do fractions?
  • How many things are in fractions?
  • How can we use it everyday?
How did Students Use their Questions

Students used their questions to learn about the QFT process and to understand their current knowledge on fractions.

What were your prioritization instructions?

First – discuss with your group questions you already can answer and put a check or cross them out. Next – What 3 questions from the list you can’t answer do you think are most important?

Student Comments

“What I learned today was that when you work with some people it is better because if you are stuck on something they can help you. And if you are by yourself you can’t ask for help.” -Kaylee

“What I learned about this process of the QFT is that for some questions can be changed into a statement and some questions can change from a closed question into an open question.” -Rouke

“What I learned about question formulation technique is that if we all have something to say we should let the person who wants to say it let them. So everyone can have a turn.” -Jeff

“I learned you always have to ask questions to learn what the answer is to that question and never be afraid to ask questions and speak up and don’t be scared to ask a question and I learned that all you have to do is ask a question.” -Julia

“Today I learned about changing a open ended to a closed ended and changing a closed ended to an open ended. Before I really didn’t understand but now I understand.” -Patricia

“I learned that fractions can be easy or hard. And that teamwork is the key. I also learned that people make mistakes more often than I did.” -David

“I learned about how fractions work, like how the fraction problem was equal but I found out that the picture was uneven.” -Carolyn

“I learned that fractions can be equal and multiplied to make it equal.” -Keerry

“Today fractions seem more easy. Because I learned a new way to do my fractions. I really liked todays work. It was really helpful and now fractions seem really easy thanks to today’s work.” -Lucas

“I learned that fractions are not always easy and that fractions can be fun sometimes.” -Camron

“I learned that fractions can’t always be the same at one point but at another point they can be the same you just have to think about it wisely and check your answer to see if its right.” -Jaliezah

 

Teacher Reflections