Teaching Gracefully

By the end of this unit, the students will extend their conceptual understanding of fractions by arriving at the conclusion that fraction comparisons are valid only when the fractions refer to the same whole in the same units by comparing and ordering fractions with like as well as unlike numerators and denominators based on the magnitudes that they represent, in order to solve story problems involving fractions and creating written explanations to justify the answer, proven through visual model

Use this powerpoint to teach students how to recognize and generate equivalent fractions with denominators of 10 and 100 by using grids and compare fractions with denominators 10 and 100. The powerpoint starts with having the students review how to compare fractions with unlike denominators by creating equivalent fractions with like denominators. Then it moves to an attention getter of having the students look at pictures that the students see different things while looking at the same picture.

Use this powerpoint to teach students how to compare fractions with like denominators. This powerpoint begins with a few slides to be used as an attention getter as well as to explain when comparing fractions, the wholes need to be the same size. The powerpoint then moves to how to the concrete by showing how to compare fractions visually by drawing models and partitioning the whole into the same size parts. Then it moves to the abstract by generalizing a rule to be used when comparing any fr

Use this powerpoint to teach students how to compare fractions with like numerators. The powerpoint starts with the concrete by showing how to compare fractions visually by drawing models and partitioning the same size whole into the number of parts given by the numerator. Then it moves to the abstract by generalizing a rule to be used when comparing any fractions with like numerators, by just looking at the denominators. The powerpoint ends with a word problem that involves comparing fractions

By the end of this lesson, the students should be able to compare two fractions by reasoning about their size, compare and order fractions with like numerators by finding common units or number of units, generate a relationship or rule pertaining to comparing fractions with like numerators, and order fractions using < , > , and = and justify the comparison. This lesson plan includes objectives, essential questions, standards, evaluation methods, materials needed, and the procedural step

By the end of this lesson, the students should be able to recognize and generate equivalent fractions with denominators of 10 and 100 by using grids and compare fractions with denominators 10 and 100. This lesson plan includes objectives, essential questions, standards, evaluation methods, materials needed, and the procedural steps for the attention getter, summary directive, group instruction/demonstration, guided practice, independent practice, assessment, and closure. This lesson plan include

By the end of this lesson, the students should be able to use benchmark fractions in order to identify fractions as being near zero, one half, or one whole, devise rules or generalizations, by analyzing fractions close to different benchmarks, for how to know whether a fraction is close to the benchmarks 0, 1/2, and 1), and use benchmark fractions to compare fractions with different numerators and denominators. This lesson plan includes objectives, essential questions, standards, evaluation met

Through the lessons outlined in this scope and sequence, the students will extend their conceptual understanding of fractions from the concrete to the abstract in order to generate a conclusion about the meanings, use, and many representations of fractions, including the development of methods for determining fraction equivalency to compare and order fractions. This scope and sequence includes a unit goal, the big idea, standards, unit objectives, and the unit assessment plan. Their are 12 less

By the end of this unit, the students will extend their conceptual understanding of fractions by arriving at the conclusion that fraction comparisons are valid only when the fractions refer to the same whole in the same units by comparing and ordering fractions with like as well as unlike numerators and denominators based on the magnitudes that they represent, in order to solve story problems involving fractions and creating written explanations to justify the answer, proven through visual model

By the end of this lesson, the students should be able to find common units or number of units to compare fractions with unlike denominators and compare fractions by creating equivalent fractions with a common denominator. This lesson plan includes objectives, essential questions, standards, evaluation methods, materials needed, and the procedural steps for the attention getter, summary directive, group instruction/demonstration, guided practice, independent practice, assessment, and closure. Th

By the end of this lesson, the students should be able to compare two fractions with different numerators and denominators visually using pictures, number lines, and fraction tiles/strips. This lesson plan includes objectives, essential questions, standards, evaluation methods, materials needed, and the procedural steps for the attention getter, summary directive, group instruction/demonstration, guided practice, independent practice, assessment, and closure. This lesson plan includes several h

By the end of this lesson, the students should be able to explain that fraction comparisons are valid only when the two fractions refer to the same whole, compare two fractions by reasoning about their size, compare and order fractions with like denominators by finding common units or number of units, generate a relationship or rule pertaining to comparing fractions with like denominators, and order fractions using < , > , and = and justify the comparison. This lesson plan includes obje