## Reflection: Intervention and Extension I Would Like to be a Part of the Group! - Section 2: Group Work!

I noticed some of my students inverted the numerator and the denominator when writing fractions.  To correct this, I remind students that the bottom number names the total number of equal parts that make up the group. The top number is the number of those equal parts that they are counting.  To make sure students understood this concept, I distribute color tiles to pairs of students.  I ask students to show 3 red tiles and 4 blue tiles  I ask : How many tiles make up the set?  7  Can someone tell me what this number represents?  It represents the number of equal parts in the set.  I write two 7's below the fraction bars on the board.  I ask students to tell me how many of the tiles are red? 3 Can someone tell me what this number represents?  It represents the number of equal parts we are counting.  I write the 3 above the fraction bar on the board. What fraction of the tiles is red?  3/7 How many tiles are blue?  I repeat the activity with different colors and number of tiles or until a level of understanding is reached.

Intervention and Extension: What I noticed!

# I Would Like to be a Part of the Group!

Unit 3: Number & Operations-Fractions
Lesson 17 of 21

## Big Idea: Students love working in groups, in this lesson students will be using two-color counters to discover how to read and write fractions that name a part of a group.

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60 minutes

### Carol Redfield

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