Reflection: Developing a Conceptual Understanding Review: Equivalent Fractions - Section 2: Independent Practice


Drawing models of fractions can give the students a conceptual understanding of the skill.  My students know that division and multiplication can be used to find equivalent fractions.  My students also know how to multiply or divide the numerator and denominator by the same number in order to get an equivalent fraction.   This is great, but it does not mean that the students understand what equivalent fractions are.  By looking at the models, I can tell if a student understands equivalent fractions.  If they do, when they draw models, the wholes will be the same size.  The whole will be cut into pieces equal to the denominator.  The number of pieces shaded will represent the numerator.  The shaded part will be the same amount in both fractions. If I see all of this evident in the model, then I know that the students understand equivalent fractions. 

  Drawing Models
  Developing a Conceptual Understanding: Drawing Models
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Review: Equivalent Fractions

Unit 2: Skills Review
Lesson 9 of 11

Objective: SWBAT use a visual model to find equivalent fractions.

Big Idea: Students will find equivalent fractions by drawing models and then check themselves using multiplication or division.

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3 teachers like this lesson
Math, Number Sense and Operations, Operations , equivalent fractions, models, review
  40 minutes
equivalent fractions
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