**Direct Instruction**

We have been practicing the DMIC ( Developing Mathematical inquiry Communities) approach of solving Maths problems. For this students are placed in mixed ability groups and the problem is pitched at the level they should be working at. The video shows students working in small group and then sharing their strategy on solving the problem. The lesson starts by recalling the norms of working in a group and then solving the problem as a group, concluded by sharing the strategies students have used to solve it.

**Over all reflection -** We are learning the DMIC approach of solving Maths problems. My students follow the norms of working in a group very religiously, but are not very good at asking questions to clarify their understanding. They are also learning how to delve deeper and find quicker ways to solve problems. I would like them to move away from drawing and solve problems using equations or even through imaging. Most Ideally, I would like to see them running the session themselves without me having to intervene to carry on the conversation.

**What went well.**

** Lesson Content** :- It is good to see students sharing their mathematical thinking. They worked well in a group, not getting distracted. Also they helped their group members when one was unsure of something. The question was layered and provided a good opportunity to add and subtract some simple fractions.

**Lesson Pacing** :- Students are still learning the language of mathematics and so sometimes they take more time to explain their strategies.

**Lesson Delivery** :- The lesson delivery was fine. I think I could have clarified that the question was in layers and that students needed to solve each part to get the answer.

**Student Understanding** :- Students drew pictures to clarify their understanding. Letting them draw a picture helped them to understand and solve the problem better.

**Student Outcomes** :- I want my students to share their mathematical thinking. They tried and are getting better at it.

**What still needs work.**

**Lesson Content **:- It was a good question for them to work on simple fractions. Hopefully this will provide foundation skills to solve problems with improper fractions

**Lesson Pacing** :- Some students in the groups required more encouragement than others to speak. So the other team members supported their peers. Students also need to quickly learn maths words to explain their thinking.

**Lesson Delivery** :- Some students got confused as the question was layered. I could have explained this better.

**Student Understanding** :- All students understood and could solve the problem themselves.

** Student Outcomes** :- All students understood that 4 quarters make one whole and what three quarters look like. They also understood that sharing needs to be done equally. I also introduced them to the idea that half of a half is a quarter.

# Class Site Content

**The problem for today is -**

Two groups of friends are sharing chocolate bars. Each group wants to share the chocolate bars fairly so every person gets the same amount and no chocolate remains. In the first group of friends, four students receive three chocolate bars. In the second group of friends, eight students are given six chocolate bars.

Which group of students got more chocolate?

**Practice questions for Fractions**