Identify and Write Fractions: Concrete Level
More Teaching Plans on this topic: Representational

PHASE 2: Practice Strategies

Receptive/Recognition Level

A. Instructional Game (Whole Class)

Purpose: to provide students a motivating way to have many practice opportunities to recognize fractional parts at the concrete level of understanding.

Learning Objectives 1-3

Materials:

Teacher –

Appropriate concrete materials (use those you have used during Explicit Teacher Modeling. Include those for each Fraction Model you taught. *Remember that the Area Models and Measurement Models will be less difficult for students initially than the Sets Model, so you may want to provide several Area/Measurement Model prompts before Set Model prompts. )
A visual format with numbers “1,” “2,” & “3’ clearly visible with ample room for displaying a separate concrete example by each written numeral (e.g. poster paper or folded number cards that “stand up” for concrete examples you will model on a table; overhead transparency if using overhead manipulatives.)
A prepared list of prompts; a team score sheet for recording team points.
Students –

Number cards, “1,” “2,” “3” for each student; an individual performance record sheet (has two headings, “C” for “correct” responses & “H” for responses where “I need help” – incorrect responses.) *This record sheet could be pre-made or students can use their own notebook paper and put the two headings at the top.
Description:

Activity: Teacher divides class into teams (existing group tables; rows where students are seated; etc.). Each student on each team has a series of cards that have the numbers “1,” 2,” or “3” on them. The teacher uses appropriate concrete materials that represent fractional parts (choose one from those you have used to model fractional parts) to represent a given fractional part. The teacher gives the prompt (e.g. says “one of two parts;” “one-half”; “whole.”) and then shows three examples using concrete materials, only one of which is correct. Teacher shows the first example next to the number “1,” then shows the second example next to the number “2,” etc. Students decide which example accurately represents the prompt given. When signaled by the teacher, the students all hold up the card that corresponds to the correct numbered example. The teacher gives the correct response and asks those not holding up the correct numbered card to lower their hands. Teacher quickly counts number of correct responses for each team and records total on scoring sheet. Students record on notebook paper or on a record sheet that you provide whether they answered correctly by putting a tally under “C” for “correct” or under “H” for “need help.” Teacher models/provides corrective feedback as needed. Team with the highest point total at the end wins.

Instructional Game Steps:

1.) Introduce game.

2.) Distribute materials.

3.) Provide directions for game, what you will do, what students will do, and reinforce any behavioral expectations for the game.

4.) Provide time for students to ask questions.

5.) Model giving the prompts and then model how to respond.

6.) Provide time for students to ask questions about how to respond.

7.) Model how students can keep track of their responses.

8.) Play one practice round so students can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.

9.) Provide ample amounts of positive reinforcement as students play.

10.) Provide specific corrective feedback/ re-model skill as needed.

11.) Play game.

12.) Encourage students to review their individual response sheets, write the total number of “correct” responses under the “C” column and do the same for the “H” column.

13.) Review team score and pick up individual student performance record sheet.

Purpose: to provide students multiple opportunities to represent fractional parts concretely and to give and receive feedback to a peer.

Structured Peer Tutoring

Learning Objectives 1-3

Materials:

Teacher –

A timer
Students –

Concrete materials that represent the appropriate fraction model: appropriate “parts” cut out of construction paper and which match the Fraction Models you want to have students practice. There should be enough for each student to respond to given prompts on the learning sheet (e.g. circles and circle pieces cut out construction paper or tag-board (Area Model); fraction strips (Measurement Model); small circles or “dots” punched out with a hole puncher/ evenly cut squares (make one grid of 1 inch by 1 inch squares, put this ‘master’ on top of a small stack of construction paper and use a paper cutter to cut out the squares (Sets Model)
A learning sheet with prompts about fractional parts and a corresponding place for students to glue on their construction paper pieces for each prompt (e.g. a circle (representing a ‘whole’) with the same dimensions of the circle pieces cut out would be drawn/represented next to each prompt for students to glue circle pieces (Area Model); a rectangle (representing a ‘whole’ with the same dimensions of the fraction strips would be represented next to each prompt to glue fraction strips (Measurement Model); ample space provided for students to group and glue sets of construction paper “dots” or “squares” that represent fractional part prompts (Sets Model);
A player performance sheet: a piece of paper for each “coach” to tally points for their respective player;
Glue.
Description:

Activity:

Students will use cut out circles and circle pieces made from construction paper of tag-board to respond to prompts provided on pieces of paper. The learning sheet contains prompts such as: Show “one of two equal parts;” Show “one of four equal parts;” Show a “whole;” Show “one-half.” A circle that is the same dimensions as represented by the circle and circle pieces appears after each prompt. The player will choose the appropriate circle piece to represent the prompt given. After the “coach” evaluates the “player’s” response, the coach gives the player a “thumbs-up.” The player then glues the fractional part onto the circle in appropriate fashion. The teacher circulates the room, monitoring student academic and social behaviors. The teacher provides positive reinforcement, specific corrective feedback, and answers questions as needed.

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 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.

9.) Review individual student response sheets for evaluation purposes.