 Shuffle Toggle OnToggle Off
 Alphabetize Toggle OnToggle Off
 Front First Toggle OnToggle Off
 Both Sides Toggle OnToggle Off
 Read Toggle OnToggle Off
Reading...
How to study your flashcards.
Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key
Up/Down arrow keys: Flip the card between the front and back.down keyup key
H key: Show hint (3rd side).h key
A key: Read text to speech.a key
Play button
Play button
90 Cards in this Set
 Front
 Back
What are 3 types of Fraction models?

region or area
length set 
This model emphasizes the partwhole concept and the meaning of the relative size of a part to the whole.

Region

Name some examples of a region or area model.

circular pie pieces
rectangular regions fourths on a geoboard paper folding pattern blocks drawings on grids or dot paper 
Pattern blocks and rectangular regions are classified as what kind of model?

region or area

Fourths on a geoboard and drawings on grids or dot paper are classified as what kind of model?

region or area

Circular pie pieces and pattern blocks are classified as what kind of model?

region or area

________ fraction piece models are the most commonly used area model.

circular

____________ can help students clarify ideas where fractions are concerned.

models

Area and length models are continuous. What are set models?

discreet

Construction paper strips can be used to show what?

equivalent fractions

What activity can be used to compare fractions?

construction paper strips

What activity can be used for adding fractions?

construction paper strips

What three things can you show by using construction paper strips?

adding fractions
equivalent fractions comparing fractions 
1/3 of a garden is an example that can be shown using which model?

region or area

3/4 of an inch is an example that can be shown using which model?

length

1/2 of the class is an example that can be shown using which model?

set

In this model, lengths or measurements are compared instead of areas.

length

Name some examples of length models.

Cuisenaire rods
Strips of paper Number line (emphasize when teaching fractions) Linear models (measurement tools) 
Cuisenaire rods and strips of paper are example of what kind of model?

length

Number line and linear models are examples of what kind of model?

length

The whole is understood to be a set of objects, and subsets of the whole make up fractional parts is what kind of model?

set model

Name an example of a set model.

Counters in two colors on opposite sides (can be flipped to change their color to model various fractional parts of a whole set)

It is important to remember that students must be able to ______ fractions across models.

explore

If students never see fractions represented as a _________, they will struggle to solve any problem or context that is linear.

length

What are the three benchmark fractions?

0, 1/2,1

For fractions less than 1, comparing them what will give a lot of information to students?

the three benchmark fractions

3/20 is close to which benchmark?

0

¾ is between ½ and 1. This is an example of using what?

a fraction benchmark

Can you use the fraction benchmarks for numbers like 3 3/7?

Yes because 3/7 is close to 1/2

What are the 2 requirements for fractional parts?

Must be same size
Correct number of parts 
When using fractional parts, emphasizing the number of parts that make up a whole determines what?

the name of the fractional parts or shares

The number of fractional parts determines the what?

fractional amount

Partitioning into 4 parts, means each part is __________ of the unit.

1/4

The fractional parts must be the same ______, though not necessarily the same ______.

size
shape 
A unit fractions is a fraction with ____ as the numerator.

1 (1/2)

The reciprocal of a unit fraction is a what?

positive number (2)

The top number in a fraction is the _______ number.

counting

The top number in a fraction tells how many what?

parts or shares we have

The top number in a fraction tells how many shares have been what?

counted

The bottom number in a fraction tells how big what is?

the part

The bottom number in a fraction tells what?

Tells what is being counted
Tells how big the part is If it is a 4, it means we are counting fourths; 6 we are counting sixths, etc 
What order should you teach fractions?

simplifying
equivalent comparing 
When teaching ____________ you have students use contexts and models to find different names for a fraction.

equivalent fractions

When teaching __________ you use a traditional algorithm: find the common denominator.

comparing fractions

What activities could you use when teaching equivalent fractions?

dot paper equivalencies

When teaching to put a fraction in simplest form, do not say what?

reducing fractions

What conceptual thought pattern would you use to compare 3/8 and 5/8?

more of the same size parts (same denominator)

What conceptual thought pattern would you use to compare 3/4 and 3/7?

Same number of parts, but parts of different sizes (same numerator)

What conceptual thought pattern would you use to compare 3/7 and 5/8 5/4 and 7/8?

More and less than onehalf or onewhole.

What conceptual thought patter would you use to tell why 9/10 is greater than ¾?

closeness to onehalf or onewhole (each is one fractional part away from one whole)

Addition using fraction tiles. On Monday, Bully ate 1/8 of a pepperoni pizza and 5/8 of a cheese pizza. How much pizza did Bully eat on Monday?

1/8
+1/8, 1/8, 1/8, 1/8, 1/8 __________________ 1/8, 1/8, 1/8, 1/8, 1/8, 1/8 (6/8) 
Multiplication using fraction tiles. There was 4/5 of a gallon of maroon paint in Bully's bucket. Bully used 3/4 of that to paint his house. What part of the original gallon did Bully use?

1. Make the 5ths in bucket horizontally.
2. Make the 4ths in bucket vertically. 3. Circle 3/4ths 
Division using fraction tiles. Bully has 3 yards of material. He is making costumes for the home football games. If each patter requires 1 1/6 yards of material, how many patterns will he be able to make?

Make 3 yards visual.
Divide the last yard into 6ths. 1 1/6 = 1 costume 1 1/6 = 1 costume 2 costumes can be made 
Bully has 12/15 of a bag of bones. If he eats 3/15 of a bag per serving, how many servings does he have?

1. Draw the 12 bones
2. divide them into equal groups of three 3. count the number of groups made 
_________ is a comparison of an attribute of an item or situation with a unit that has the same attribute.

measurement

Lengths are compared to units of _________.

length

Areas are compared to units of _________,

area

Time is compared to units of _______.

time

What are the steps to measuring?

1. Decide on the attribute to be measured
2. Select a unit that has that attribute 3. Compare the units, by filling, covering, matching, or using some other method, with the attribute of the object being measured. The number of units required to match the object is the measure. 
What are the four attributes in measurement?

weight, volume/capacity, length, and area

What are the 5 units of measure?

volume/capacity
weight/mass time money angle measurement 
Area is a measure of what?

covering

What is step one of measuring?

decide on an attribute (weight, length, etc) to be measured

What is step two of measuring?

Select a unit that has that attribute.(length=rods, string, or paper clips)

__________________ make it easier to focus directly on the attribute being measured.

nonstandard units

___________ can avoid conflicting objectives in the same beginning lesson

nonstandard units

___________ can be motivating when learning how to measure.

nonstandard units

_______________ are essential objectives of a measurement program.

standard units

Once a measuring concept is fairly well developed, ___________ can be effectively introduced

standard units

Name some informal units to teach length with.

foot prints
ropes straws toothpicks paper clips 
Name some informal units to teach area with.

Plastic chips
Color tiles Squares from cardboard Newspaper sheets 
Name some informal units to teach volume and capacity with.

Plastic cups and medicine cups
Plastic jars and containers Styrofoam packing peanuts Sugar cubes 
What the levels of the van Hiele Model?

0. Visualization
1. Analysis 2. Informal Deduction 3. Deduction 4. Rigor 
What is an example activity for the Visualization level?

Sorting yellow shapes in class (Shapes, shapes, shapes)

What is an example activity for the Analysis level?

Geoboard shapes

What is an example activity for the Informal Deduction level?

Shape Riddle (property lists with definitions)

The deduction level occurs when?

High school geometry

The rigor level occurs when?

with a college math major

What level do they think about shapes and what they “look like”?

visualization

What level do they produce classes or groupings of shapes that seem to be “alike”?

visualization

What level do they think about classes of shapes rather than individual shapes?

Analysis

What level do they able to produce properties of the shapes?

Analysis

What level do they think about properties of shapes?

informal deduction

What level do they produce relationships among properties of geometric objects?

informal deduction

An activity you could use to move students from Level 0 to Level 1 is what?

choose shape and match it to one in the room

Why is choosing a shape and matching it to one in the room a good activity/

attends to a variety of characteristics of shapes in sorting and building activities

Instruction at Level 1 should focus on what?

properties of the shapes

In what level should you encourage students to make conjectures and test them?

Level 1 or 2

__________ is an intuition about shapes and the relationships among shapes.

spatial sense

___________ includes the ability to visualize objects and relationships mentally.

spatial
