Fractions as a part of a set can be tricky for students. Especially when we spend a lot of time teaching fractions as a part of a whole (1 of the 6 equal pieces of pie) and the area model of fractions (1 of the 6 equal regions of the rectangle). When it comes to fractions as a part of a set, I start easy by asking students to count the number of people in class. If there is an…
There are a lot of commercially made pattern block task cards. For the primary grades, this is a great time saver. But what about getting our upper elementary students to make their own cards…ones that can be used with the entire class. Kids love it when they’re given opportunities to be creative. And since learning increases the more engaged students become in what they’re doing, it’s a win/win. Using pattern block triangle paper (link below), have students make a design…
Here’s a fun way to tie in some fraction work. Students will be making their own number trails using inch graph paper and then using them to develop their understanding of fractions. It’s nice to give them the ownership of making their trails any way they want. Just make sure all students have trails that are the same length in numbers. CCSSM: 3.NF.A.1; 3.NF.A.3a; 3.NF.A.3b; 3.NF.A.3c; 3.NF.A.3d; 4.NF.A.1; 4.NF.A.2; 4.NF.B.3b; 4.NF.B.3d
I’ve said it before, but it’s important to say it again…understanding fractions begins with understanding the whole and the pieces that make it up. The question below is a good way to get students to reflect on the idea that, with fractions, each piece names one equal part. The CCSSM identifies each part as a ‘unit fraction’. Posing this question is a great opportunity to focus on the CCSSM Standards for Mathematical Practice, Construct viable arguments and critique the reasoning…
Getting students to understand fractions begins with an understanding of the ‘whole’. Take a look at the three designs in the photo. Begin with the question, “What do you notice?” Students will say obvious things like, “There is one hexagon and two trapezoids in the first design”, or “The center design is the largest.” Accept and encourage all these responses as they will help students build confidence. If no-one offers the idea that each design is half red, prompt them…