Teachers should model the thinking process of how to compare and contrast
the 3 items on the slide to find the one that isn’t quite the same and therefore
must go. By including lots of conversation about how some items are whole and some items are cut into sections that we call fractions, students can start to recognize how many sections the item is divided into.
I start by projecting one large slide on the board during a Whole Group Lesson. I will talk through a couple of the slides and then let the students grasping the concept quickly start to own the conversation.
The students will be using a Gifted strategy, comparing and contrasting, which will benefit every student.
Next I have all students stand up to do a math partner activity. I move to a new slide and partners discuss the content on the slide and come to an agreement about
which one has to go and why. Then when I move to the next slide the students move to a new partner and begin the conversation again about the new content.
This is also a great way to introduce the concept of argumentation and the correct language to use when agreeing and/or disagreeing with another person. Students can Learn to make a claim, find evidence, and justify their reasoning.
I then print the slides, 2 to a page, and laminate them for many years of use. I use these cards in my small guided math groups when needed. Finally the cards are placed in a math station for everyone to revisit and review on their own.
I hope your students are engaged in this fractions learning activity.