My third graders started to explore fraction concepts last week. It has been a challenge as usually fractions are introduced with physical area model manipulatives. I usually take out the fraction circles and general pattern blocks for the introduction. That’s out of the question this year so I’ve had to rely on digital means.
I started the unit by reviewing fraction area models with a Desmos task. Students identified parts of a square.
The deck gets more challenging as it progresses. I was able to get through slides 1-11 with students. Slides past that could certainly be used but I’ll probably revisit those later in the unit.
From there I introduced students to linear models of fractions on a number line. Students identified benchmarks of quarters and halves on number lines. Students discovered equivalent fractions in area models and then transitioned that to number lines. Enter Desmos task # 2.
Students first start the task with a WODB slide where students analyze fractional parts. There’s also a beneficial card sort where students sort groups of equivalent fractions. The challenge questions in this deck are no joke. My class spent a good 15 minutes on the last two slides. Those slides helped contribute to a great fraction conversation afterwards.
During the next morning my students completed a GimKit to review the learning so far. The class also reviewed the notation for fractions greater than one whole. Students observed how the numerator can increase when the denominator stays the same. We also investigated how fractions are division and the quotient can be used to determine where to place a number on a line.
During the next class students completed a PHET simulation on fractions and area models. Students started on level 1 and then moved upward. The simulation can easily be added to a Nearpod presentation.
Most students ended up around level 4 + before time ran out. Later in the day students completed a Khan Academy quiz on fraction models. This quick check-in was valuable as I was able to quickly gauge where students were in their understanding of equivalent fractions.
During the next day students work on placing fractions on a number lines – enter Desmos task 3.
Students placed the fractions on the line and checked to see how close their estimates were to the actual answers. This gem of an activity gives students an opportunity to self-check and this deck was used over two different days. Students reflected on their progress in class during a debrief process.
On Friday students finished up their week by completing a fraction polygraph with different partners.
Students asked questions, used math vocabulary and a bit of detective work to find the correct cards. This was challenging for some kids as it highlighted who had an adequate grasp of fraction benchmarks.
I’m looking forward to diving into fraction concepts even more next week.
Educational Aspirations 