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Representing Fractions
Representing Fractions
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Content
Content
Expectations:
Expectations:
B1.6 count to 10 by halves, thirds, fourths, fifths, sixths, eighths, and tenths, with and without the use of tools
B1.4 represent fractions from halves to tenths using drawings, tools, and standard fractional notation, and explain the meanings of the denominator and the numerator
Key Concepts:
Key Concepts:
Fractions can represent parts of regions, parts of sets, parts of measures, division, or ratios. These meanings are equivalent, e.g., 1/3 of a region is 1 whole divided into 3 equal parts.
A fraction is not meaningful without knowing what the whole is.
Renaming fractions is often the key to comparing them or computing with them. Every fraction can be renamed in an infinite number of ways.
There are multiple models and/or procedures for comparing and computing with fractions, just as with whole numbers.
Learning Goals Success Criteria
Learning Goals Success Criteria
We want students to understand...
that they can represent any fraction in a variety of ways
that a fraction is not meaningful without
I can represent fractions in a variety of ways
I understand what a fraction of a whole is.
Social Emotional Learning
Social Emotional Learning
Focus #6: Think Critically and Creatively by selecting tools and strategies and selecting and use a variety of concrete, visual, and electronic learning tools, when working through challenging math problems. They will understand that their resourcefulness in using various strategies to respond to stress is helping them build personal resilience.
https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strands#strand-a
minds on
minds on
Using pattern blocks or pattern shapes app, show me ½; ¼
action
action
Represent a fraction in as many different ways as you can, using a variety of manipulatives.
Carousel Activity - students show their thinking take screen shots or use Explain Everything to represent fractions
Consolidation ideas
Consolidation ideas
Consolidation Ideas - Connected back to the Learning Goal:
Gallery Walk (through screen sharing)
Students will observe other students' representations to further their understanding that a fraction can be represented in a variety of ways.
What did you notice about the different ways you were able to represent one half, fourths, thirds, etc.? What other fractions did you create?
The Next Day:
Mind’s On: Using manipulatives, create three-fourths in as many different ways as you can.
Co-Create Anchor Chart to Highlight:
Purposeful Representations (linear, set and area model)
Standard Notation - numerator and denominator
Then students will complete the Independent Task below.
independent task/assessment opportunities
independent task/assessment opportunities
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