“The best way to learn is to teach,” said Frank Oppenheimer, an American physicist. This
insightful perspective is now being put to the test in our sixth-grade math class, where students
are participating in a unique letter-writing project designed to enhance their understanding of
fractions.
In this engaging activity, students are tasked with writing letters to a classmate who has been
absent, explaining how to add and subtract both like and unlike fractions, as well as how to
convert between mixed numbers and improper fractions. By demonstrating their understanding
in written form, students not only reinforce their own knowledge but also develop their written
communication skills.
A Focus on Fractions
Working with fractions can be challenging for sixth graders, but breaking down the process
through teaching can help to clarify the subject. In their letters, students will start by explaining
like fractions—those that share the same denominator. In the first paragraph, they will describe
how to simply add or subtract the numerators while keeping the denominator the same.
Next, they will tackle unlike fractions. Here, students have the opportunity to show their depth of
knowledge by illustrating how to find a common denominator in order to add and subtract
fractions with unlike denominators and simplify when possible. This concept could possibly
prove to be the greatest challenge.
The conversion between mixed numbers and improper fractions provides another layer of
understanding. Students will explain how to convert a mixed number like 2 1\2 into an improper
fraction by performing multiplication and addition, possibly describing the process such as:
“Multiply 2 by 2 (the denominator) and add 1 (the numerator) to get 5. So, 2 1\2 = 5/2”
Learning Through Teaching
This letter-writing project serves multiple educational goals. Not only does it require students to
articulate their thought processes and mathematical reasoning, but it also emphasizes the
importance of organization in their writing. As they structure their letters, they will reflect on how
clearly organizing their ideas contributes to a deeper understanding of operations with fractions.
After the letters are completed, students will share their work with the class. This will spark
discussions around the techniques they used to get their ideas across and how teaching others
reinforced their own understanding. “What strategies did you use to explain your ideas?” and
“How did it feel to teach someone else?” are some questions to consider and keep in mind as
we move on to new concepts.
Fostering a Collaborative Learning Environment
Ultimately, this project not only helps students grasp essential mathematical skills but also
fosters a collaborative learning environment where they can learn from one another. By taking
on the role of a teacher in a more structured manner, they assume responsibility for their
learning while building confidence in their abilities.
Frank Oppenheimer's belief that teaching is one of the best ways to learn is indeed being
realized in our classroom. Through the art of letter writing, our sixth graders are not just
mastering fractions; they are also enhancing their communication skills and developing a more
personal understanding of mathematics. As they put pen to paper (or fingers to keys), they are
not just teaching a classmate but also reinforcing their own skills in a meaningful and engaging
way.
By: Mrs. Heredia