Reflection: Problem-based Approaches Birthday Cake Fractions! How much cake is left? - Section 3: Concept development


As you can see in my video reflection, using the birthday cake problem is a great way to make connections between fraction bar models (or area models) and the computation algorithm of making equivalent fractions.  I chose this problem for several reasons. One, I like that this problem asks students to use a model and a computation method. I feel like this helps students see and realize that models serve a purpose and help make the algorithm make sense. I also like this problem because it's relatively engaging for fourth grade students.  In my classroom, we always make a "big deal" about birthdays, so birthday cake as the subject of a math problem is engaging for my students. 


  Making Sense of Problems
  Problem-based Approaches: Making Sense of Problems
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Birthday Cake Fractions! How much cake is left?

Unit 6: Fraction Equivalents and Ordering Fractions
Lesson 12 of 14

Objective: SWBAT create common denominators to create equivalent fractions in order to compare fractions.

Big Idea: In this lesson, students compare fractions by creating same denominators and drawing a model to show how much birthday cake is left.

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1 teacher likes this lesson
Math, Fractions, Number Sense and Operations, problem solving, equivalent fractions, comparing fractions, common denominator, modeling mathematics, common numerator
  62 minutes
birthday cake
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