Educator articulates instances when fair sharing was incorporated into previous fraction instruction, and leverages this knowledge to appropriately describe how they incorporate the use of fair sharing into future fraction instruction.
Fair-sharing activities have been shown to be effective in generating student understanding of fractions for a number of reasons. Fair sharing leverages the intuitive understanding that young students have about dividing items into equal (fair) parts when sharing with others when explaining fractions concepts for all age groups.
Students’ intuitive understanding of fair sharing can be leveraged to offer multiple entry points to fraction concepts. The context affords the use of multiple student strategies which educators can use to connect concepts to life experience, build student intuition around specific concepts, and to foster deeper understanding of concepts through probing questions and classroom discourse that digs into what reasoning supports different strategies.
Introduce fair sharing in the context of whole numbers and progressing into prompts that require positive rational numbers to share fairly.
Build intuition and understanding of the concept of the whole.
- “If three equal-size cakes are shared fairly among nine people, how much cake does each person get?”
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a “Yes” for parts 1 and 2. Through any of a variety of methods (written, scanned, audio, video, and/or multimedia) you must demonstrate an understanding of what fair sharing is and how fair sharing can be used to support fraction instruction and student understanding. You must also effectively reflect on how fair sharing applies to your instruction.
(200-word limit for each response)
Reflect on a time when you taught fractions in the past and how fair sharing would have been a useful context for supporting your students’ understanding. Provide an insightful reflection that demonstrates your understanding of the potential for fair sharing in improving your instructional practice, using the rubric below as a guide. Please submit one or more artifacts (such as writing, scanned documents, images, video, audio, etc.) for your reflection.
(Your artifact submission will be assessed based on the following rubric. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.)
Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)