While interning at Living Stones Academy, I had the opportunity to create a unit

plan about adding and subtracting fractions. Remembering what it was like as a fifth

grader, I know how daunting fractions were and may be for my students; even just a

new concept for children this age could be the source of this anxiety in the first place.

What is a fraction? How are they different than “regular numbers?” How can we

represent them?

These were some of the questions I kept in mind that perhaps students would

wonder. While building my unit plan, I tried my best to keep these questions in mind,

while planning my lessons in such a way that each lesson was built off on another so that

the new material could connect. I didn’t want any new information to be too foreign,

and did my best to start with the very basics and build each lesson off of the previous

one.

I started with representing fractions because I wanted to paint a picture for each

of my students about what these numbers really mean. That way, when they are

expected to compute with such numbers, they could visualize what they were doing.

Following this, I introduced adding and subtracting with like denominators, and then

unlike denominators. After the students practiced those methods, I introduced another

“kind” of fraction: mixed numbers and improper fractions. Once students were familiar

with them, I taught them how to compute with these numbers. I also included a review

lesson, as the unit in its entirety is heavy with new computations and methods.
 To me, this unit seemed to be planned in such a way that students would be able

to follow along, grasp the information with all of the tricks, techniques and visuals I

provided. However, I find myself still learning that “knowledge is not fixed, is not the

same for everyone, and varies in different contexts and over time” (Oakes et al, 2013, p.

165). In fact, I used this same quote while introducing my topic, while doing my best to

remember this as I taught. This statement from the reading stayed with me throughout

this whole process—not just during the preparatory phase.

To my surprise, teaching my unit is what it took to truly understand this, and for

me to take the biggest lesson I have had yet to learn: every student is running their own

race. Throughout my unit, I thought the instructional planning I thought out went very

well. At first, students understood the methods I was teaching and affirmed that they

understood what was going on. However, when it was time for students to demonstrate

this new material on their own in assessment practice worksheets or with partners, it

became apparent to me how each student grasped the material in many different ways. I

learned that some students need more than 1 day and 1 lesson to be able to master a

skill. I learned that some students don’t even have the computation skills to even begin

trying to add or subtract with fractions. I learned that some students can click with math

concepts instantly while others need just another reminder.

Every student is running their own race.

While this was the biggest lesson I learned during my unit, I soon realized that

this can be the biggest lesson in which I as a teacher can show my students. As the

students who understood the material became frustrated with extra practice and
worksheets that seemed “easy,” other students were staring blankly at their homework

assignment or formed tears in their eyes because they just didn’t get it. Students would

turn in their assignment after just 5 minutes of it being passed out, while another

student would be only beginning the second problem.

Ensuring students that everyone is different was crucial when teaching my unit; I

had no idea that this would be a lesson to teach that had nothing to do with fractions

and mathematical concepts. As a Christian teacher, I hope to embody this mindset and

demonstrate to my class that this is okay and something that is expected. The verse from

Hebrews 12:1 provides a sense of hope, motivation, and affirmation that we are all

uniquely running our own race:

Therefore, since we are surrounded by such a great cloud of witnesses, let us throw off

everything that hinders and the sin that so easily entangles. And let us run with

perseverance the race marked out for us, fixing our eyes on Jesus, the pioneer and

perfecter of faith. For the joy set before him he endured the cross, scorning its

shame, and sat down at the right hand of the throne of God.

Each student I encountered, assisted, taught, and developed a relationship with

this semester had an impact on the biggest take away I took from teaching this unit.

Even every staff member, aid, and observation had an impact on this take away. Each

student is uniquely different. Each student is running their own race, and no one else’s.

Each student deserves to go at the pace that enhances their learning and develops their
knowledge, and it’s my job as a future Christian educator to ensure equity for all of my

students.

Reference:

Oakes, J., Lipton, M., Anderson, A. & Stillman, J. (2012). Teaching to change the world

(4th ed.). Boulder, CO: Paradigm.