Identify and Represent Equivalent Fractions: Concrete Level

More Teaching Plans on this topic: Representational

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: to provide students multiple practice opportunities to identify equivalent fractions with concrete objects.

Learning Objective 1: Identify and represent equivalent fractions using concrete objects with an area model

Instructional Game/Cooperative Learning

Materials:

Teacher -

• Bell or timer
• Envelope with fraction pieces and answer sheet to model how to do activity
• Sample cue sheet and response sheet to use when introducing and modeling the activity
• Set of fraction pieces on overhead or other visual display to use when providing whole class review

Students -

• A folder with 10 numbered envelopes with 2 sets of fraction pieces and an answer sheet.
• Cue sheets with questions: “Did you place the parts together?”; “ Do the parts take up the same amount of space?”
• Response sheets with two columns numbered 1-10, labeled equivalent/not equivalent.

Description:

Activity:

Students will work in pairs. Each student will have at turn being a coach and being a player. The coach will have a set of 10 envelopes with fraction pieces. The player will choose a number 1-10, take the corresponding envelope, and lay the fraction pieces from the envelope out on the table. For example, envelope # 1 might have the fraction pieces one half and two fourths. The player may manipulate the pieces if he/she needs to and then will put a check in the appropriate column on the response sheet. The coach then checks the answer sheet. If the player has checked the correct column, the coach will put a 2 next to the answer. If the player does not have the correct answer, the coach will use the cue sheet to remind the player to put the fraction pieces on top of each other and make sure that the fraction pieces take up the same amount of space. The player then can try the problem again. If he/she checks the correct column this time, the coach puts a 1 next to the answer. After the player has completed all ten problems, the coach will total the player’s score and record it at the top of the page. After all pairs have completed 10 problems, the teacher will review each problem with the whole class, asking selected players to come forward and show the rest of the class the answer to a specific problem. The coaches and players then switch roles using a different set of envelopes.

Structured Peer Tutoring Steps:

1) Select pair groups and assign each pair a place to practice (try to match students of varying achievement levels if possible).

2) Review directions for completing peer tutoring activity and relevant classroom rules. Practice specific peer tutoring procedures as needed (see step #4).

3) Model how to perform the skill(s) within the context of the activity before students begin the activity.

4) Divide the practice period into two equal segments of time. One student in each pair will be the “player” and will respond to the prompts. The other “player” will be the “coach” and will give the “player” the prompts and evaluate the player’s response. The coach will also provide positive reinforcement, corrective feedback, and assign points based on the player’s responses (e.g. two points for correct response the first time, one point for the correct response the second time.).

5) Provide time for student questions.

6) Signal students to begin.

7) Signal students when it is time to check problems with the whole class and then switch roles.

8) Monitor students as they work in pairs. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate tutoring behaviors. Also, provide corrective feedback and modeling as needed.

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Expressive Level

Purpose: to provide students multiple practice opportunities to identify and represent equivalent fractions with concrete objects.

Learning Objective 1: Identify and represent equivalent fractions using concrete objects with an area model

Instructional Game/Cooperative Learning

Materials:

Teacher -

• Bell or timer
• Sets of fraction pieces that can be visually displayed (overhead, flannel board, magnetic strips, etc.)
• Sheet/chart to record team scores

Students -

• Envelopes with fraction pieces
  

Description:

Activity:

Students will work in groups of 4 or 5 students. Each student will have envelopes with one or more set of fraction pieces (e.g. student A has an envelope with fourths, student B has thirds, student C has sixths, and student D has eighths). The teacher will display a fractional part (e.g. one half, three fourths, etc) and each team will need to show as many equivalent fractions as they can make in the time allotted. After the teacher rings the bell, one member of each team will share one of their solutions. Teams can earn points for each correct decision.

Cooperative Learning Groups Steps:

1) Provide explicit directions for the cooperative group activity including what you will do, what students will do, and reinforce any behavioral expectations for the game.

2) Arrange students in cooperative groups. Groups should include students of varying skill levels.

3) Assign roles to individual group members and explain them:

a. Materials manager (gets the envelopes for the group.)

b. Time Keeper (makes sure that students are on task and complete each problem in time allotted.)

c. Turn taker (makes sure that each member of the group gets a chance to contribute to solving problem)

d. Encourager(s) (encourages each person)

4) Distribute materials.

5) Model one example of skill(s).

a. Listen to problem.

b. Show solution(s)

c. Make sure that the team agrees with the decision before time is called.

6) Review/model appropriate cooperative group behaviors and expectations.

a. Agree or disagree with a teammate’s decision.

b. Listen while teams are sharing responses.

7) Provide opportunity for students to ask questions.

8) Teacher monitors and provides specific corrective feedback & positive reinforcement.

a. Circulate around the tables and check on children’s responses.

b. Make sure that each child receives feedback on his/her decision.

c. Ask each child in the class to share his/her decisions at least once either with the entire class or individually with the teacher.

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