# data[].attributes.body
Ensuring that language objectives are part of the lesson, and visible in student discussions (using content vocab, sentence starters etc)

Speaking: Students will use language like "The denominator is....."
Writing: Students will demonstrate understanding by using the vocabulary words "denominator and ________" in their sentences and explanation.

# data[].attributes.body
Have students reflect on their groupwork (glows & grows!:)

# data[].attributes.headline
Sped /para collaboration for planning and roles.

# data[].attributes.subject
Sped /para collaboration for planning and roles.

# data[].attributes.attachment_link.title
Quick Tips & Resources for Working with Paraprofessionals

# data[].attributes.body
I loved that the teacher emphasized on the role for "listening"

# data[].attributes.body
Jamboard & Padlet.
Perhaps after noting down which students may need more clarification---one of the teachers can set up a separate padlet or jamboard with specific students

# data[].attributes.body
Thank you for using great open tasks that push student discussion

# data[].attributes.body
Wonder if the outcome would have been different if the student had been able to use the fraction tiles to solve and model? Was this a specific instructional move to use the bar model instead of fraction tiles? Do paras have training/access to this resource?

# data[].attributes.attachment_link.readable_text
Students often struggle with the concept of fractions. This interactive fraction strips tool helps students visualize fractions. With these online fraction strips, students can model fractions, solve fraction problems, explore equivalent fractions, and observe the differences between denominators.

To use the interactive fraction strips tool, click and drag the strips onto the canvas. You can drag as many of each fraction as you'd like. To remove the strips, drag them off the canvas. Change the chart to accommodate two whole units by pressing the "Unit Double" button. Add annotations using the pencil tool and erase using the eraser. To clear the canvas, press the trash can button.

A few activities you can do with students while using the online fraction strip tool include:

Have students model a given fraction, mixed or not. For example 1 1/4 or 3/6.

Ask students to model addition, subtraction, multiplication, or division problems using the fraction strips.

Ask students to find equivalent fractions for a certain fraction. For example, how many sixths are equivalent to 1/3?

Ask students to use the pencil tool to divide one of the wholes on the chart into fourths. Then, students can check their work by dragging fourths onto the chart afterward.

Looking for more fraction manipulatives? Try our interactive fraction circles.

Visit classplayground.com for more resources and printables about fraction strips.

# data[].attributes.attachment_link.title
Fraction Strips | Free Virtual Manipulatives | Toy Theater

# data[].attributes.attachment_link.description
Use the interactive fraction strips tool to help students visualize, model, and explore fractions. Students can also solve problems using fraction strips.

# data[].attributes.body
Dig deeper with vocabulary and math content by pushing students to use vocab in discussion.

# data[].attributes.body
How paras or co-teachers can be maximized during these sessions--and given specific tasks like taking low inference notes on student to student interactions for targeted small group instruction. Taking notes on those that may be ready to move on, those with misconceptions that may not have been clarified etc

# data[].attributes.headline
Wondered if students could have been told they could use fraction tiles to solve the task.  Also, students would have benefitted from being able to write on the actual task.  Sometimes students struggle with drawing fraction bars with equal parts. 

# data[].attributes.subject
Wondered if students could have been told they could use fraction tiles to solve the task.  Also, students would have benefitted from being able to write on the actual task.  Sometimes students struggle with drawing fraction bars with equal parts. 

# data[].attributes.body
I wonder how Paras could leverage similar pre-planned questioning in the break out rooms to serve as a larger instructional presence. Do paras plan with Teachers during the morning collaboration time.  Paras and Teachers can plan with the attached guide in mind based on the students needs - reading, math, behavior etc in small group.

# data[].attributes.attachment_link.title
Planning for Specially Designed Instruction Handout

# data[].attributes.body
to stop the drawing of uneven fractions (which I do as well) have students utilize virtual fraction tiles during task.

# data[].attributes.headline
In the first class, the teacher could have taken a snippet of the student work to present it larger.  

# data[].attributes.subject
In the first class, the teacher could have taken a snippet of the student work to present it larger.  

# data[].attributes.body
Paras knowing content in breakout group or use discussion prompts provided by the teacher.

# data[].attributes.headline
Continue to support student in using the math vocabulary in the explanations ( i.e. numerator , denominator, fractional parts, whole, etc.)

# data[].attributes.subject
Continue to support student in using the math vocabulary in the explanations ( i.e. numerator , denominator, fractional parts, whole, etc.)

# data[].attributes.body
I noticed that the teacher reinforced what needed to be done in breakout rooms as a reminder :)

Loved seeing sentence starters on the task itself and giving students the time to process thoughts and have student to student interactions in their own breakout rooms

# data[].attributes.headline
Maybe Mr. J could have handled the situation differently with the noise in christian's home. If there was a quieter room, he probably would have been in it. Perhaps inviting him to put his ideas in the chat could have sufficed.  

# data[].attributes.subject
Maybe Mr. J could have handled the situation differently with the noise in christian's home. If there was a quieter room, he probably would have been in it. Perhaps inviting him to put his ideas in the chat could have sufficed.  

# data[].attributes.body
I wonder what questions the teacher pre-planned to use when bringing students back to the main room that could have led to a smoother transition from POD to lesson, based on whatever the target goal was for the day.

# data[].attributes.body
More time for discussion
Paras supporting small groups

# data[].attributes.body
Wondered if Mr. J could have handled Christian's home noise situation better and if Ms Reed had to use Yasin's work to show what not to draw a fraction like in comparison to another student's work?  How are the paras utilized in breakout and did they know the instructional material to push student thinking and discussion?

# data[].attributes.body
*Providing tools (manipultives) instead of asking students to draw models.

# data[].attributes.headline
I noticed that students were supportive of their peers when needed as they shared their work

# data[].attributes.subject
I noticed that students were supportive of their peers when needed as they shared their work

# data[].attributes.body
Wondering if there is another way the first teacher could have handled the situation with Christian's house being noisy instead of saying "it's a little loud there and asking Christian if there's a quieter room to go in?  We have to continue to be compassionate and mindful of the fact that students are home and do not have control of what is happening in their homes.  Celebrate Christina for participating and being vulnerable and brave enough that despite the noise in his house, he is participating and contributing.

# data[].attributes.headline
I noticed that students were able to navigate the platform to show their work 

# data[].attributes.subject
I noticed that students were able to navigate the platform to show their work 

# data[].attributes.body
What scaffolds we can put in place so that students use the "math terms" when talking about or questioning the work of their peers?

# data[].attributes.body
I'm wondering if the paras meet with the teacher during instructional coordination time.

# data[].attributes.body
Great open tasks, Discussion prompts, us of breakout rooms, roles in rooms, use of interactive platforms, student discourse, great classroom culture.

# data[].attributes.body
Students were comfortable supporting each other in the breakout rooms and talking about each other's work.

# data[].attributes.body
Strategic use of Nearpod to support CFUs and Formative Assessments. Use of Fractions, Bar model strategically to support students in justifying their thinking.
Breakout rooms supported small group student to student discussions. Sentence frames supported dialogue.

# data[].attributes.body
*Clear expectations for the children (accountability)
*Starting sentences to support them.
*Students given the opportuity to share their work
*Students given the opportunity to question peer's work
*Teacher asking proving questions