Beginning Fractions with Manipulatives Conceptual Fractions FREEBIE!!!

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MANIPULATIVES!!! MANIPULATIVES!!! MANIPULATIVES!!!

Students will engage in hand-on activities using manipulatives to guide thinking while allowing students to construct a concrete understanding of fractions.

In these activities, the focus is not on getting the right answer, but rather building understanding to construct and solidify knowledge.

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Rethink Math instruction.

What if students could gain a deeper understanding of number relationships without the drills or endless worksheets?

Is there a way for students to actually enjoy math instruction, and learn?

Is it time to rethink traditional math instruction?

YES!!

Allow students to actually explore math and numbers in a way that will help them SEE the way numbers work and develop number sense that will ensure the foundation for mathematics instruction that they can build on into more advanced and complex mathematics.

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-Lauren

Please check out more of my math products here!!!

Fractions - Conceptual Fractions - Cuisenaire Rods

Equivalent Fractions - Paper Folding - Conceptual Math

Beginning Addition / Part Part Whole Activities Conceptual Math

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Peek Printables

to see state-specific standards (only available in the US).
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Understand a fraction π’/π£ with π’ > 1 as a sum of fractions 1/π£.
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Explain why a fraction π’/π£ is equivalent to a fraction (π― Γ π’)/(π― Γ π£) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Total Pages
10 pages