Reflection: Lesson Planning Basic Fractions on a Number Line (Thirds, Sixths, Tenths) - Section 3: Differentiated Independent Practice

 

I don't want the pages I provide to be confused with old-fashioned worksheets, though I know in appearance they are sometimes similar.  I often write out the specific problems I want students to work through because in doing so it prompts them to think about a certain concept.

For example, I made certain to include benchmark fractions (1/3 and 1/6) and a few equivalent fractions (3/6).  While I can make up problems on the spot, (we all can, right?), efficacy is increased when I think through deceptively simple tasks such as these ahead of time to insure I target problem areas (how to divide thirds into sixths), key concepts (benchmark fractions, equivalencies, and wholes) and that the questions I ask to stretch students are purposeful, not just hard!

  Planning Problems Ahead of Time
  Lesson Planning: Planning Problems Ahead of Time
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Basic Fractions on a Number Line (Thirds, Sixths, Tenths)

Unit 9: Fractions
Lesson 2 of 9

Objective: SWBAT locate and represent thirds, sixths, and tenths on a number line in amounts up to but not exceeding one whole.

Big Idea: Students create number lines to represent benchmark fractions.

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7 teachers like this lesson
Subject(s):
Math, Fractions, Critical Area
  62 minutes
brandon mp3 april
 
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