Reflection: Intervention and Extension Simplest Form - Section 3: Checking for Understanding


Some students were having difficulties understanding that equivalent fractions represent the same amount.  It's just that the number of parts are different, therefore you have to shade in the number that visually represents the same amount.  I bring my struggling students to the carpet to work with me on reducing fractions to the simplest form.  First, I model how to reduce 3/6 = 2/4 = 1/2 and 3/9 = 2/6 = 1/3.

Then, I model how to illustrate the changes that occur as I reduce. 

Next, I ask students to illustrate and explain how to reduce 2/4 = 1/2.

I give each student two rectangles.  I ask them to cut one rectangle in half and a second into

fourths.  Together we compare the rectangles to determine how many fourths equal a half.

While students are working I ask them to tell me how the two rectangles are the same. Having them cut out the shape and place it over the whole part helps them to better understand that the pieces they cut were merely smaller parts.  

  What I noticed!
  Intervention and Extension: What I noticed!
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Simplest Form

Unit 3: Number & Operations-Fractions
Lesson 1 of 21

Objective: Students will be able to write and identify equivalent fraction in simplest form.

Big Idea: Given a set of equations students will be able to explain how to reduce fractions to simplest form and determine if the given set of fractions are equivalent.

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  70 minutes
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