Reflections on Test Run Lessons Student Learning Fraction Menu Student learning can be observed in the work samples

that students complete while rotating through the various stations. Some activities will have a separate answer sheet that should be attached to the students menu. In other cases, work will be recorded directly onto the menu. Some activities will not require the student to record any answers, a game, for example. In this case, it would be wise to have the student write a brief reflection of how the session went, what challenges they faced, and how they think they did from a mathematical perspective. This reflection can be recorded directly on the menu, and can also provide the teacher with valuable insight. Teacher Reflection Fraction Menu I used the two books, Polar Bear Math and The Wishing Club as an introduction to our fraction unit. After, or in some case even while, being introduced to the idea of unit fractions, adding and subtracting unit fractions, and equivalent fractions through the books, students manipulated fraction pieces, ordered fractions, and compared fractions using manipulatives. They used what they had learned from the introduction to carry out these in class activities. The menu is a culminating experience that employs all of the ideas that the students learned in a whole class or small group setting. The menu is done individually except for the games, which require more than one player. As I went about planning the math menu, I listed the various fraction concepts that we had discussed in class. I then searched existing resources or created lessons that coincided with these concepts. For example, we had discussed the concept of equivalent fractions as part of our

fractions unit. In the menu I had several levels of activities that required understanding of equivalent fractions, fraction Go Fish, Fishy Fractions, and Building Rectangles as well as several games in the entre section which was all games on the computers. I did the same thing for other fraction concepts, such as adding and subtracting like fractions and comparing fractions. Since my students had participated in many small group, partner, and whole class activities, I decided to make the math menu an individual activity. Each student received a file folder in which she collected all of her fraction menu work. I then collected the folders up and looked over the work. Some of the work could be graded objectively, while other pieces were simply reflections, after game play, for example, to which I attached no grade. I was amazed at the engagement level of my students as they rotated through the various stations of the fraction menu. As I meandered around the room assisting students, I noticed that they were, for the most part, making good choices in regard to level of challenge. My class was disappointed when we had to stop math that day, and couldnt wait until math the next day so they could continue the menu. Reflections on Test Run Lessons Student Learning Data Collection and Fractions This lesson opens up discussions not only about math, but about social justice issues. Global awareness, fairness, ethics, and culture are also topics that could be discussed in conjunction with this lesson. In regard to math, students practice data collection and accuracy in collection. The line plots and bar graphs they create, along with their fractional representations

indicate student understanding of the concepts of fractions and data collection. Teacher Reflection Data Collection and Fractions The students in my class were very aware of the social injustices that occur all over the world, which became evident through the meaningful conversations that ensued after I read the book If the World Were a Village. We were quick to connect the idea of getting a picture of the worlds population with getting a picture of our classroom population. My students were very excited to get started on their data collection and books, but first we needed to brainstorm data collection topics. The students quickly agreed that we should avoid, if not completely exclude, topics that represented students opinions, and should focus on more factual, statistical data topics. The kids generated some interesting topics, including number of siblings, favorite school subject, shoe size, country of origin, age, and parent occupation. We discussed as a class some appropriate ways to show that our student population is very fortunate, has all needs met, and has many luxuries that other children around the world do not necessarily enjoy. In the book If America Were a Village, it talks about how wealthy we are. The kids decided unanimously that parent income is an inappropriate data collection topic. We decided as a class to include such topics as number of electronics, number of bedrooms, and even number of toilets to show our relative wealth. My students did a fabulous job creating their books. I met with several children who chose to learn how to change fractions into decimals and percents, a concept that is not a 4th grade standard. They caught on quickly, and persevered in figuring, by hand, all of their conversions. I was very pleased with the childrens work and final products.