In Baltimore, public school students have access to fewer resources, yet are expected to work twice as hard compared to surrounding districts. They express their goals and dreams, but are held back when they do not have the same opportunities as the next zip code over.
My fourth graders are determined, curious and eager to create.
They are artists, writers, engineers, mathematicians and so much more. And like anyone, each student engages with learning differently. Some like to build. Others learn through journaling or working more independently. They deserve to learn, no matter their learning style, background knowledge or exceptionality.
I teach 44 scholars, and each one has varied interests, background knowledge and learning styles.These materials will provide access points for scholars to deepen their fraction sense during math centers, as well as whole group and small group instruction.
With materials funded by this project, I hope to capture the interest of all students and meaningfully engage them in knowledge building during our fraction unit.
During our unit, we will read books, so that students can connect fractions to the real world. We will apply our fraction knowledge to create art. This is especially important, as none of my students receive visual arts instruction during the school day. As I have many students that like to build, we will use manipulatives to represent fractions. Finally, my challenge-seeking students will be able to use Breakout EDU to work cooperatively to solve puzzles that require application of fraction concepts.
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