## FractionsBuilding a strong foundation

SB: pp.47-78

> Students will be able to model strategies and instruction on early fraction concepts.

> Given a student work sample, students will identify the misconceptions displayed by the student and provide suggestions for remediation.

> Given a case study, students will identify positive and negative teacher behaviors and provide suggestions.

Part-Part-Whole

Measurement

Division

Operator

Ratio

Area

Length

Set

### Partition

Cut or slice into EQUAL pieces

Which image(s) show fourths? Partitioning?

Are there equal pieces? (yes ---> we have a fraction)

How many equal pieces? (count ---> that’s your denominator)

How many pieces are we taking/eating/using? (count ---> that’s your numerator)

Fraction Strips

### Iterating

Iterating: Being able to count fractional parts (e.g., 1/5, 2/5, 3/5, 4/5, 5/5)

Numerator ---> what you count

Denominator ---> what is being counted

Student 1

Student 2

Case Study

p. CA-25 (#3)

CA-30 (#3)

CA-31 (#1, #2)

Credits:

Created with images by jimmiehomeschoolmom - "fear of math" • 947051 - "dog dogue de bordeaux mastiff" • Unsplash - "lens camera lens focus" • jimmiehomeschoolmom - "fraction pieces11" • Tim Green aka atoach - "Fractions" • WernerB - "pepperoni green sharp" • davecito - "Central Texas 1949" • Unsplash - "tricycle red childhood" • janeb13 - "phone mobile cell phone" • 422737 - "folder federal folder file"