Reflection: Developing a Conceptual Understanding Number Lines and Equivalent Fractions - Section 3: Group or Partner Activity

 

As I reflect back on this lesson, I find that the students did better on dividing number lines if the denominator was an even number.  In the whole class discussion, we talked about the fact that an even number can be divided in half.  With that being said, we still have a lot of work to do on dividing fractions with an even denominator.  A lot of the students knew to divide it in half, but still could not quite get the pieces divided evenly.  The students had a more difficult time of dividing a fraction with a denominator that was an odd number.  It took a lot of erasing to get a number line that was somewhat divided into equal-sized pieces.  I demonstrated for the students on the Smart board how to divide a number line into pieces.  My suggestion for the students was to make light marks along the top of the number line with the correct number of tick marks needed for the number.  If it did not look as if it was divided evenly, then erase those light marks and try again.  By doing this, the number line would not look so messy, and the students wouldn't have a difficult time erasing and redrawing the lines.  We will continue to work with number lines.

  My Findings
  Developing a Conceptual Understanding: My Findings
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Number Lines and Equivalent Fractions

Unit 1: Fractions
Lesson 3 of 22

Objective: SWBAT find equivalent fractions using a number line.

Big Idea: Equivalent fractions are fractions that are equal. A number line can be used to identify equivalent fractions.

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Subject(s):
Math, equivalent fractions
  55 minutes
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