Identify and Represent Equivalent Fractions: Concrete Level

More Teaching Plans on this topic: Representational

Phase 1

Initial Acquisition of Skill

Phase 2

Practice Strategies

Phase 3

Evaluation

Phase 4

Maintenance

- Prerequisite Skills - Learning Objectives - Important Ideas for Implementation

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Introduction

Math Skill/Concept: Identifying and representing equivalent fractions using concrete materials.

Prerequisite Skills:

Learning Objectives:

1) Identify and represent equivalent fractions using concrete objects with an area model. 2) Identify and represent equivalent fractions using concrete objects with a measurement model. 3) Identify and represent equivalent fractions using concrete objects with a sets model.

1) Identify and represent equivalent fractions using concrete objects with an area model.

2) Identify and represent equivalent fractions using concrete objects with a measurement model.

3) Identify and represent equivalent fractions using concrete objects with a sets model.

Important Ideas for Implementation:

1) Use story problems to provide context 2) Model comparing and testing objects that are part of the same whole 3) Explicitly model and describe the concept of a whole being shared equally (the more shares in one whole, the smaller each share will be.) 4) Use area model before moving to a measurement and then to a set model 5) Color code fraction pieces 6) Provide examples and non-examples to help students discriminate the concept. [ back to top ]

1) Use story problems to provide context

2) Model comparing and testing objects that are part of the same whole

3) Explicitly model and describe the concept of a whole being shared equally (the more shares in one whole, the smaller each share will be.)

4) Use area model before moving to a measurement and then to a set model

5) Color code fraction pieces

6) Provide examples and non-examples to help students discriminate the concept.

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