For this Math lesson, my 6th grade students were learning how and when to divide fractions. This lesson came from GoMath textbook, lesson 4.2. I mainly followed the instructions and problems presented within this section, veering off when reinforcement was needed. I noticed that, when presented with a physical representation of the fraction division–with a Hershey's chocolate bar–students grasped the concept quickly. They had prior knowledge of the procedure for dividing with fractions (to change the sign, flip the fraction) as well as the terms 'divisor', 'dividend' and 'quotient', however they needed a refresher. I also reinforced the use of 'reciprocal' with them because they would be using that term in later chapters.

I chose this lesson because it shows my preparedness to meeting students' needs when it comes to learning mathematical concepts. Prior to teaching this lesson, I observed my students' knowledge of Math and which concepts they were more confident on versus the ones they struggled with. During the observation, I noticed how my mentor teacher modeled adding with fractions using drawings and physical objects, such as cubes. So taking that into consideration, I brought physical representation– Hershey's chocolate bars–for my students to use for explanation and exploration. 

I remember struggling with fractions and trying to understand why changing the division sign to multiplication then flipping the fractions to its reciprocal worked when dividing fractions, but the physical representation provided a connecting factor for me. I saw this need for my students and decided to try that technique for them. 

The one thing I would do differently next time, however, for my students who were asking how the physical representation of the chocolate bar correlated with the mathematical equation, is to physically draw the correlation out. I could tell with those students in particular that they needed the explanation in order to grasp the concept.