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.
[ back to top ]
