Instructional Strategies: Direct Instruction Procedures/Activities –
AC1: Introduce
Pre-assess: The students will complete a KWL activity to determine their understanding and prior knowledge of adding and subtracting fractions. The exercise should include a problem that requires the students to identify an equivalent fraction.
Arouse interest in the topic by including visual aids with the problems. The visual aids should reference back to objects or topics that are familiar to the students.
Introduce the concept of fraction strips. Show the students a completed fraction strip chart, then provide the students with their own fraction strips. Allow the …show more content…
Have the students present their solutions, and guide their peers through the process. Allow time for discussion and peer review using hand signals to gauge understanding.
Introduce two new problems along with models and fraction strips. Have the students follow as you demonstrate the steps to solving the problems using the manipulatives and models. AC3: Check Understanding
Provide the students with an additional set of addition and subtraction problems to complete on their own.
Have students present their solutions on the whiteboard, explaining each of the steps in the process. The students should demonstrate skill in using the models and fraction strips, along with the numerical computation.
Allow for discussion and peer review using hand signals and oral response. AC4: Guided Practice
Guide the students through a problem requiring the use of common denominators. Have the students practice working with common denominators, and finding equivalent fractions.
Divide the students into pairs or groups of three to complete a set of addition and subtraction problems using the models and fraction strips.
Each group presents their findings to the class, and explains the steps taken to find their solutions.
EXTENSION ACTIVITIES
AC5: …show more content…
AC2: List
Have the students work in pairs using fraction strips to create their own problems and solutions. The problems should show an understanding of equivalent fractions, and include an equation to accompany the images.
Give the students time to present their problems to the class and discuss the strategies used when solving the equations. AC3: Categorize
The students will be presented with a set of fraction strips showing different equations.
They will separate the different images into two groups based on the equations they demonstrate.
For example, two fraction strips added together to equal another. AC4: Label
Students will then take their groups and label each based on their properties.
For example, those that demonstrate addition or subtraction. AC5: Re-categorize
The class will reassemble and present their findings to the class.
Discuss and explore the different labels presented by the groups. Examine the properties of adding and subtracting fractions. AC6: Apply
Create a chart showing the properties of adding and subtracting fractions.
The students will display their understanding by completing the next portion of the KWL, demonstrating what they
AC1: Introduce
Pre-assess: The students will complete a KWL activity to determine their understanding and prior knowledge of adding and subtracting fractions. The exercise should include a problem that requires the students to identify an equivalent fraction.
Arouse interest in the topic by including visual aids with the problems. The visual aids should reference back to objects or topics that are familiar to the students.
Introduce the concept of fraction strips. Show the students a completed fraction strip chart, then provide the students with their own fraction strips. Allow the …show more content…
Have the students present their solutions, and guide their peers through the process. Allow time for discussion and peer review using hand signals to gauge understanding.
Introduce two new problems along with models and fraction strips. Have the students follow as you demonstrate the steps to solving the problems using the manipulatives and models. AC3: Check Understanding
Provide the students with an additional set of addition and subtraction problems to complete on their own.
Have students present their solutions on the whiteboard, explaining each of the steps in the process. The students should demonstrate skill in using the models and fraction strips, along with the numerical computation.
Allow for discussion and peer review using hand signals and oral response. AC4: Guided Practice
Guide the students through a problem requiring the use of common denominators. Have the students practice working with common denominators, and finding equivalent fractions.
Divide the students into pairs or groups of three to complete a set of addition and subtraction problems using the models and fraction strips.
Each group presents their findings to the class, and explains the steps taken to find their solutions.
EXTENSION ACTIVITIES
AC5: …show more content…
AC2: List
Have the students work in pairs using fraction strips to create their own problems and solutions. The problems should show an understanding of equivalent fractions, and include an equation to accompany the images.
Give the students time to present their problems to the class and discuss the strategies used when solving the equations. AC3: Categorize
The students will be presented with a set of fraction strips showing different equations.
They will separate the different images into two groups based on the equations they demonstrate.
For example, two fraction strips added together to equal another. AC4: Label
Students will then take their groups and label each based on their properties.
For example, those that demonstrate addition or subtraction. AC5: Re-categorize
The class will reassemble and present their findings to the class.
Discuss and explore the different labels presented by the groups. Examine the properties of adding and subtracting fractions. AC6: Apply
Create a chart showing the properties of adding and subtracting fractions.
The students will display their understanding by completing the next portion of the KWL, demonstrating what they