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Students start with several “whole” objects of
equal size to be divided into various fractions. They first divide into halves,
which is likely the most familiar fraction to students, and then continue to
divide different wholes into increasingly smaller fractions, labeling each as
they go. This provides a logical
structure to the lesson and helps students learn in steps.
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Students will have the opportunities to learn
visually and audibly by listening to the whole group presentation by the
teacher. They will be able to learn
kinesthetically by manipulating physical objects to create fractions. They will also be able to learn socially by
working with partners to compare fractions to each other. This comparison of fractions to find
equivalents uses the higher order thinking skills of comparing and contrasting,
as well as experimenting. Student have the opportunity to
analyze relationships between fractions, and record their findings in their
math journals.
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The use of technology in this lesson is
primarily as a creative and engaging way to continue to practice using
fractions. It allows students to create
their own fraction problem for a partner to solve. By observing this process informally, the
teacher will be able to determine the level of understanding of each
student.
·
This
lesson does not address issues of safe and legal use of technology, digital
etiquette or global awareness. It does,
however, use technology in a learner-centered way. Students are able to direct part of the
lesson by generating their own examples.
This lesson also makes use of a simple software program that allows
students to draw on a tablet with their fingers. It has the potential to be engaging to
students of various ability levels.
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