The goal of this set is to give students the opportunity to work with fractions to determine if models are examples or non-examples as well as classifying the fractions by halves, fourths and eighths.
To start out have students just look at fractions in general. Don’t worry with whether they are halves, fourths or eighths, simply have your mathematicians determine “is the an example or a non-example. Using the titles ”Example” and “Non-example”, have the students sort all the fractions. This can be done as a station/center or with a small group.
NOTE! Remember that the fractions do not have to be the same shape, they have to cover the same area! Included in this set is a model to let students cut the
fractions apart to see this for themselves! This is a HUGE help in student understanding of fractions.
This set includes an independent practice to follow up the activity.
TEKS supported by these activities include:
2.3 Number and operations. The student applies
mathematical process standards to recognize and
represent fractional units and communicates how
they are used to name parts of a whole
2.3(C)* use concrete models to count fractional parts
beyond one whole using words and recognize how
many parts it takes to equal one whole
2.3(D) identify examples and non-examples of halves,
fourths, and eighths