The issue will be tied to the previous understandings of fractions I have from classes in the past. As the subject for today, I’ll have my children write in their notebooks “Equivalent Fractions”. Then, I’ll explain it by asking the students to choose between two-fourths and half of an orange. Students will then record their responses in notebooks. 5. Minutes
To transmit the knowledge to students, I will:
The color tiles will help you understand how to divide a visual model into multiple parts, creating one component of the entire model.
For students to deduce a fraction of the figure, I will create a simple form and color it with different colored markers.
The many ideas and terminology required to understand comparable fractions will be explained verbally by me, using examples from the classroom.
In order to help children build fractions, I’ll set up stations that will allow them to use their colors tiles as groups. In this example, I will ask four students to build a large-sized tile using two green tiles along with two red tiles. After that they will need to regroup into bigger groups of eight with four of the red tiles and four of the green tiles. Even though the groups may be different in size, I’ll show how fractions within the smaller ones are the same as those in larger groups.
These are some of the major obstacles different representation modalities try to conquer:
Impaired student attention can lead to poor recognition of patterns and models.
Insufficient participation among pupils.
Inadequacy in understanding mathematical concepts and information
Inadequacy of instruction materials and support.
Multiple Engagement Methods
The lesson will be taught to students in many ways.
I will split the students into four groups, then eight. Then, they will have to build tiles using the provided instructions.
To help students understand the curriculum, I’ll ask them questions. You might ask, “Which orange section, 1/3, or 3/9 do you prefer?” How much of the color tiles are blue? What about green? What is the difference in percentages of the color tiles found in smaller groups versus those found in larger ones? You can find out what the relation is between red and green tile when they are arranged in groups of 4-8. What can you do to determine the numerator/denominator for a fraction using a visually-shaded model? The task is to ask the pupils to draw certain shapes using colored pencils on notebooks. 15 minutes
There are many ways to communicate
Summative and formative assessment are the two main ways students will show their knowledge.
Formative Assessment: Students will be asked questions during class to prove their knowledge of the material. In class, students will draw and shade fractions. This allows me to evaluate their quality and the effectiveness of teaching methods. Next, I divide them into four groups and ask them within seconds to recognize different fractions using visual representations.