Weekly Reflection #7 — GenAI in Education

Artificial Intelligence is everywhere! I don’t think you can search anything online anymore without an AI answer popping up. You have to really search for non-AI feedback, which is so strange.

As far as using Generative AI for educational purposes I have mixed feelings. I think that AI is great for ideas, finding resources and doing something really quickly if you are short on time. I don’t like it because it seems like the need for thinking on our own has gone out the window, ideas are pretty “robotic” and it sometimes allows us/people to leave things to the last minute because we know we can rely on AI in a pinch.

PROS and CONS of GenAI for Education

Magic School VS Chat GPT

I am not sure how I feel about Magic School AI. I have tried a few different prompts on it — one was to create a social story about a little girl who needs some help with knowing when she’ll see her friend, so she doesn’t ask her mom every 3 minutes, all day long. I was underwhelmed with the suggestions it gave me for the social story. I also asked it to create a lesson plan (during our AI workshop) and was not super impressed. It was not very thorough and didn’t really follow my prompt very well.

I have used Chat GPT for similar requests and have been moderately more impressed with the outputs from that platform. It seems to be more specific, gives further prompts and sometimes goes beyond what I asked it to do. Interesting. See below two examples of the exact same prompt put into each platform.

Here is the prompt that I put in each platform: Can you create a quick 10 minute lesson plan about adding fractions for a Grade 2 classroom. Please base your recommendations on BC curriculum and content related to fractions for Grade 2 math. I want a short teaching component and interactive game they could play in pairs.

I’ll spare you reading through both of the outputs. Chap GPT did a great job, some good ideas, connected the lesson to the curriculum but provided very unrealistic time lines for the lesson. It would be a full 30-45 minute lesson for sure with everything that it suggested.

Magic School was pretty similar to Chat GPT — less detail, but more suggestions. Both pointed out that fractions aren’t really part of the curriculum until Grade 3. Magic School did have some good suggestions like using visual aids, altering the lesson to more focus on “parts of a whole” vs. fractions.

Overall, I was pleasantly surprised at how similar they were, although the time frames for both were unrealistic. Maybe it was my request that was unrealistic.

Here is a good TED TALK presented by a middle school, maybe high school student. He presents a really good argument for students who are using AI. He argues that AI, when used correctly can assist students to revolutionize their learning experience. He also points out that educators can use AI to craft assessment specifically for their students, while saving time.

Chap GPT’s Output

Lesson Plan: “Adding Simple Fractions”

Grade: 2
Duration: 10 minutes
Big idea / Curriculum connection:

• From the big ideas document: “Fractions are a type of number that can represent quantities.” NVSD44 Curriculum Hub+2NVSD44 Curriculum Hub+2
• Even though the Grade 2 content document doesn’t list much fraction work (it focuses on numbers to 100 and addition/subtraction) B.C. Curriculum+1, introducing simple fraction addition builds a foundation for Grade 3 where fractions are explicit.
• The lesson therefore is an enrichment/introductory activity, building students’ number sense and understanding “parts of a whole” + combining parts.

Learning objective:
Students will understand that when we add two fractional parts of the same size from the same whole (for example ½ + ½, ¼ + ¼), they make a larger part (and possibly a whole). They will practise adding two like fractions with a common denominator and express the result.

Supplies:

• Fraction strips or fraction circles (for halves and quarters) or paper cut-outs of halves/quarters.
• A whiteboard or chart showing visual models of the fractions.
• Pair-game cards: small cards with fraction addition problems like “½ + ½”, “¼ + ¼”, “½ + ¼” (if you want extension) and visual models.
• Optional: timer or stopwatch.

Instructions:

1. (2 mins) Teaching / modelling
   • Show a whole circle (or strip) and divide it into 2 equal parts → demonstrate ½. Then another ½. Ask: “If I put these two ½ pieces together, how much of the whole do I have?” Model placing ½ + ½ = 1 whole.
   • Then show quarters: divide a whole into 4 equal parts → each is ¼. Ask: “If I take two of the ¼ pieces, how much is that? What if I add three of the ¼ pieces?” Show that ¼ + ¼ = ½, and ¼ + ¼ + ¼ = ¾.
   • Emphasize: We are adding parts of the same size (same denominator) from the same whole. When we add, we’re combining those parts to see how many we have in total.
   • Use clear language: “We are adding like fractions (same denominator)”, “We count how many equal parts we have”, “Then we see how many parts make a whole”.
2. (1 min) Checking understanding
   • Ask a quick question: “What is ½ + ½? What is ¼ + ¼?” Confirm answers with class response.
3. (6 mins) Paired interactive game: “Fraction Add-Up Pairs”
   • Students pair up. Each pair receives a set of cards (or you place cards face-down in a centre).
   • On each turn: one student draws a card, reads the fraction addition (e.g., “¼ + ¼”), then the pair uses the fraction strips/pieces to model the addition (physically combining the pieces) and then writes or says the result (e.g., “¼ + ¼ = ½”).
   • They then swap roles and draw another card. They continue as many cards as possible in the 6 mins. Encourage them to check each other’s work, and explain the model to their partner.
   • Optional extension for early finishers: “What about ½ + ¼? Can you model and add that?” (If you wish to push early learners.)
4. (1 min) Wrap-up / Notes
   • Ask a few pairs to share one of their cards and how they modelled it and what their answer was.
   • Reinforce the key point: when fractions have the same size parts (denominator), adding is about counting how many parts you have and seeing how much of the whole that is.
   • Safety/notes: Ensure students handle the material carefully (no small pieces swallowed).
   • Differentiation:
     • For students who need more support: use only halves (½) and simple modelling of ½ + ½ first.
     • For students ready to stretch: introduce ¼s and maybe mix halves and quarters (if you choose) but with careful modelling.
   • Next step: After this introduction, you could plan for students to record addition of fractions with like denominators and gradually move to different denominators or mixed parts in later lessons.

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Teacher Notes:

Although the BC Grade 2 curriculum doesn’t heavily emphasize fractions yet, using this early exposure supports number sense and Lesson Plan: “Adding Simple Fractions”

Magic School AI Output

Adding Fractions (Grade 2) — 10‑Minute Backwards Plan

LEARNING OBJECTIVE:
Students will be able to add simple like fractions with the same denominator using visual models and words (for example, 14+24=3441​+42​=43​), and explain their thinking.

ASSESSMENT:
A quick formative check where each student in a pair solves two visual fraction addition problems (using shaded shapes or fraction strips) and explains their answer to their partner. Teacher listens to 4–6 pairs and records whether students: (a) correctly combine numerators, (b) keep the denominator the same, and (c) use a visual model or sentence to justify the answer.

KEY POINTS:

• Fractions show parts of a whole; the bottom number (denominator) tells how many equal parts the whole is divided into.
• To add fractions with the same denominator, add the top numbers (numerators) and keep the same denominator: an+bn=a+bnna​+nb​=na+b​.
• Use visual models (fraction strips, shaded shapes) to represent each addend and the sum—this helps check that the answer makes sense.
• Language and sentence frames: “I added the numerators _____ and _____ to get _____, so the total is _____ out of _____.”
• Common constraint for Grade 2: focus only on like (same-denominator) fractions with small denominators (halves, quarters, thirds).

OPENING:

• Tell students: “Today we will practice putting fraction pieces together — like putting puzzle pieces to make more of a whole.”
• Hook activity (30–45 seconds): show two paper strips: one quarter shaded and another quarter shaded. Ask class: “If we put these two quarters together, how much of the strip is shaded now?” Invite quick callouts.
• Explain the 10‑minute plan: short teaching, then a 4‑minute partner game, finish with quick share-outs.

INTRODUCTION TO NEW MATERIAL:

• Demonstrate with visual fraction strips or a simple circle divided into quarters: show 1441​ shaded, then another 2442​ shaded on a second model. Place them together to show 3443​. Point to numerators and denominators while you do this.
• Model the number sentence: write 14+24=3441​+42​=43​ and read it aloud, emphasizing “one-fourth plus two-fourths equals three-fourths.”
• Use a sentence frame and demonstrate: “I added the numerators 1+2=31+2=3 and kept the denominator 44, so the answer is 3443​.”
• Show a quick example with sixths or halves depending on class familiarity (choose one additional denominator to practice).
• Anticipated misconception: Students might try to add denominators as well (e.g., thinking 14+14=2841​+41​=82​). Address by showing that the size of the pieces stays the same so the bottom number remains unchanged.

GUIDED PRACTICE:

• Behavioural expectations: work quietly with your partner, take turns explaining, and use the fraction strips or drawn shapes.
• Activity steps (teacher-led, ~2–3 minutes): Give each pair two fraction strips (e.g., quarters) or quick paper circles divided into fourths. Provide these prompts in increasing difficulty:
  1. Combine 12+1221​+21​ (easy warm-up).
  2. Combine 14+1441​+41​.
  3. Combine 14+2441​+42​.
• Scaffold questioning from teacher to pairs: “Which pieces are the same size?” → “What do we add together?” → “What stays the same?”
• Monitoring: circulate, listen to pairs’ explanations, note students who add denominators or who can’t justify answers. Prompt struggling pairs with the visual model and sentence frame.

INDEPENDENT PRACTICE (Pair Game — 4 minutes):

• Game name: “Build the Whole” (play in pairs). Materials: a set of fraction cards showing like fractions (e.g., 12,14,24,3421​,41​,42​,43​) and a small set of fraction strips or drawn shapes.
• Directions: Shuffle cards face down. Partners take turns flipping two cards. If the denominators match, add the fractions using the strips and record the sum on a small whiteboard or paper using the sentence frame. If denominators do not match, return cards and next player goes (focus remains on same-denominator matches). Each correct sum earns 1 point; after 3 minutes, the pair with the most correct sums (or the pair with the best explanations as judged by the teacher) shares one example with the class.
• Teacher role: circulate, listen for correct application of adding numerators and keeping the denominator, and give immediate praise or a quick corrective prompt.

CLOSING:

• Quick class share (1 minute): Ask 2–3 pairs to show one card they combined and say the number sentence using the frame: “I added an+bn=a+bnna​+nb​=na+b​ and the answer is ____.”
• Summarize: Emphasize that when the pieces are the same size, we add the top numbers and keep the bottom number the same.

EXTENSION ACTIVITY:

• For early finishers: Give mixed sets of like-fraction cards and ask them to make as many sums as possible that stay less than a whole (for example, with fourths: 14+24=3441​+42​=43​ is good; 34+2443​+42​ would be over a whole—ask them to show with strips and write what happens). Ask them to draw the model and write a sentence explaining whether the sum makes more than one whole.

HOMEWORK:

• Send home a short practice sheet with three visual problems (shaded shapes or strips) for students to add like fractions and write the number sentence and one sentence explaining how they found the answer. Example problems: 12+1221​+21​, 14+1441​+41​, 14+2441​+42​.

STANDARDS ALIGNED:

• Suggested BC-aligned standards (Grade 2 Mathematics – Number Concepts / Fractions):
  1. Recognize, represent, and describe simple fractions for familiar objects and sets (e.g., halves, thirds, quarters) and use concrete materials and pictures to show addition of like fractions.
  2. Demonstrate and explain strategies for addition of like fractions using visual models and number sentences.

Note: The teacher requested BC curriculum alignment; these suggested standards are written to reflect Grade 2 fraction expectations in British Columbia (focus on recognizing and representing simple fractions and using models to combine like fractions).

Photo by Eric Prouzet on Unsplash