Identify and Represent Equivalent Fractions: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: To provide students with multiple practice opportunities identify and represent equivalent fractions using drawings. A similar process could be used for the other learning objectives in this plan.

Learning Objective 1: Identify equivalent fractions using paper folding and/or drawing.

Structured Cooperative Learning/Instructional Games

Materials:

Teacher -

• Overhead with transparencies of problem sheets
• Bell

Students -

• Set of problem sheets. Each shows a labeled drawing of a fraction and three drawings of possible equivalent fractions.

Description:

Activity:

Children will work in groups of 4 or 5 students. Each group will have a set of problem sheets numbered 1-10. The teacher will choose a problem 1-10. Each team is to look at the correspondingly numbered problem sheet and decide which of the three choices shows an equivalent fraction. After the teacher rings the bell, one member of a team will report their answer. 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 materials)

b. Time keeper (makes sure that group stays on task)

c. Reporter (reports group’s answer)

d. Encourager(s) (encourages each person)

4) Distribute materials.

5) Model one example of skill(s).

a. Look at problem.

b. Look at answer choices

c. Decide which is correct answer,

d. 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 decisions.

c. Attend to classmates showing examples on board.

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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Expressive Level

Purpose: to provide students multiple opportunities to represent equivalent fractions using drawings.

Learning Objective 2: Represent equivalent fractions using drawings.

Planned Discovery Activity

Materials:

Teacher -

• Sample drawing and response

Students -

• A set of problem sheets. Each sheet will show a fraction and a drawing for that fraction. Some drawings will show an area model, some will show a fraction strip – measurement model, and some drawings will show a sets model. Each drawing will be numbered.
• A set of numbered learning sheets
• Pencil for drawing/writing

Description:

Activity:

Students will work in pairs. Each pair will have a set of problem sheets. Students will choose a numbered drawing and draw and label as many equivalent fractions as they can on the corresponding numbered learning sheet.

Planned Discovery Activity Steps:

1) Develop Planned Discovery Activity Learning Sheet as described under Materials.

2) Distribute the Planned Discovery Activity Learning Sheet and provide clear directions for completing the activity, including appropriate behavioral rules.

3) Model how to complete one example for each of the three types of fractional models included on the Planned Discovery Learning Sheet (and model appropriate behaviors as needed).

4) Provide students with appropriate materials.

5) Monitor students as they practice, providing appropriate corrective feedback, prompting student thinking, providing positive reinforcement, and modeling or cueing as needed.

6) At the conclusion of the activity, provide students with solutions to the Planned Discovery Activity Learning Sheet. Elicit student examples, providing students with appropriate feedback and model several examples provided by students. Emphasize why the examples represent the fractions.

7) Review student response sheets and note special difficulties individual students may be having and/or progress they are making.

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