Turn [degrees] Pen Up [done] If these computer instructions do not mean much to you, you are doing well.
How will the teacher assist students in organizing the knowledge gained in the lesson? Students will respond to the following prompt as a means of completing the lesson: The we find fraction strips with the same denominator that fit exactly under the difference.
They will not move on to independent practice until they are comfortable and showing understanding in the guided practice portion of the lesson. Once in the independent practice portion, students should be able to demonstrate a clear understanding of the material by subtracting fractions with unlike denominators, on paper and with the use of fraction strips as models.
The teacher can observe the student working with the fraction strips to achieve their answers, and review their final answers on the independent practice answers.
Formative Assessment The teacher will assess student understanding and prior knowledge before the lesson by reviewing subtraction of fractions with like denominators, as well as reviewing equivalent fractions.
To play "I Have Who Has," the teacher uses pre-made cards these can be homemade on 5x8" index cards to give an answer at the top of the card, and a new question at the bottom of the card. The answer to the question on the bottom of the card is at the top of another card, which has a different question on the bottom.
Each student gets a card. Choose any student to start by reading their question from the bottom of their card.
Every student must think about the question and its answer. Eventually, all cards will be used, and that will be the end of the game. An example that could be used for this formative assessment would be "Who has an equivalent fraction for two-thirds?
Who has an equivalent fraction to three-eighths? Subtracting fractions with like denominators, and creating equivalent fractions, will be needed throughout the lesson.
The teacher will use the information gathered at the beginning of the lesson to form ability groups, and to differentiate by ability. Feedback to Students Student performance will be reviewed informally throughout the lesson as the teacher walks through the classroom and "spot-checks" their responses and work with fraction stripsand more formally at the end of the lesson when classwork is completed and reviewed as a class, guided by the teacher.
This provides each student the opportunity to observe the problems being solved correctly, to be watchful of common mistakes, and to quickly see their own mistakes when their corrected paper is returned at the end of the review.
The teacher will collect and review each paper as a means of educative assessment. Student performance will be reviewed informally throughout the lesson as the teacher walks through the classroom and "spot-checks" their responses and work with fraction stripsand more formally at the end of the lesson when classwork is completed and reviewed as a class, guided by the teacher.
The teacher will determine that the students have attained understanding and a working proficiency of subtracting fractions with unlike denominators based on the outcome of their independent practice.
For students who are struggling with the use of fraction strips, give them a worksheet with the fraction strips already drawn. Students may cover or cross out the correct amount to represent the answer to each question.
For students struggling with finding the common denominator, introduce the idea of "trading" one strip for strips with same denominator. For advanced or gifted students, challenge them by trying to find the difference using fraction strips with a variety of fractions.
Some sample problems are:MAFSNF Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem.
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The difficulty with fractions has to do with two major factors. (1) There are so many rules to learn that students get mixed up with them. (2) Fraction arithmetic needs to be taught using visual models so that students will get a firm grasp of the CONCEPTS before memorizing the various rules.
Lastly you will find links to my free fraction videos and to self-teaching fraction books. In the past, you may have learned particular algorithms for the multiplication and division of fractions.
We are now going to use some of the visual models we've employed earlier in this course to better understand what is actually .
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To check your understanding of the basic techniques of manipulating fractions before you start, try the Unit 7 pre quiz, and then use the feedback to help you work through the unit.
A. Break down the skill of solving story problems and equations involving addition of fractions with mixed numbers using the FASTDRAW Strategy without drawing. 1) Introduce story problem. 2) Read the story problem aloud and then have students read it .