Reflection: Exit Tickets Proportional Relationships With Fractions - Section 4: Exit Ticket


As I look over the exit ticket and think about how the classwork went I realize that my students need more work developing their number sense with fractions.  They have no problem doing multiples of unit fractions (thank goodness for that!), but once mixed numbers are introduced errors arise.  I think the easiest way to remedy this is to provide some number lines that have the fractional increments that we need.  For example, if there is a rate of 2 1/2 miles to 1/4 of an hour, I should provide a number line that goes from 0 to 15 in increments of 1/2.  That way students will have a nice visual model.  This number line not be part of the double number line, but could be used to help write in the values that go on the double number line. I anticipate that in future years my students (who will have had several years of common core) will have a much better sense of fractions by the time they enter my class.  

I wish I would have anticipated this earlier, but fortunately I have a lesson common up, "Scaling  Recipes", where we will use a variety of models to represent fractions.

  More Fraction Models Please
  Exit Tickets: More Fraction Models Please
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Proportional Relationships With Fractions

Unit 2: Proportional Relationships
Lesson 3 of 12

Objective: SWBAT create proportional relationships of fraction ratios using a double number line

Big Idea: Students expand and solve ratio problems involving fractions using unit rates and a double number line.

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Math, Number Sense and Operations, proportional relationships, Unit Rates, fraction rates
  50 minutes
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