Insert the picture on their assigned slide.Ĥ. Take a picture of their representation using their computers.ģ. Represent unit fractions (such as 1/8) by choosing appropriate tools.Ģ. Ultimately, the goal was for students to follow this process:ġ. In order to communicate assigned numbers quickly, I created and shared the following Google document with students: Student Numbers.
![iunit fraction iunit fraction](https://i.ytimg.com/vi/7na0sqo9WEc/maxresdefault.jpg)
Students used the same slide with each presentation. For example, Student A was assigned the first blank slide, #4. Prior to today's lesson, I assigned each student a slide number in order to provide each child with a workspace. However, for today's lesson, I wanted all students to collaborate and work together on the same presentation (all at one time).
![iunit fraction iunit fraction](https://image2.slideserve.com/5169610/unit-fractions-are-fractions-with-a-numerator-of-1-they-show-one-part-of-the-whole-l.jpg)
Sometimes I have students copy the presentations in order to make them their own.
IUNIT FRACTION HOW TO
Here's further information on How to Create a Google Presentation for Student Practice. I wanted to continue providing students with an avenue to share their thinking and an opportunity to collaborate and comment on each other's work.Īfter creating the above presentations, I shared each of them with students.
![iunit fraction iunit fraction](http://i.ytimg.com/vi/MQk_Zhd8Xpk/maxresdefault.jpg)
Once in a while, I'd ask questions like: What is a fraction again? Other times, students would refer to the posters and say, "That's decomposing!"įor today's lesson, I created four Google Presentations for representing Examples of 1/8, Examples of 1/9, Examples of 1/10, and Examples of 1/100. Also, here are a couple student work examples: Student Number Line and Student Number Line 2.Īlthough I didn't specifically review each of the following vocabulary posters, students referred to them throughout this math period. Here's what the class number line looked like at the end of today's number talk: Class Number Line. Here's the end result: Equivalent Fractions for 1:4. Then more and more students excitedly raised their hands to share. At first, only a few students noticed the pattern. I loved watching him make sense of the number line.įinally, our investigation of the number line led us to Finding Equivalent Fractions. Next, a student modeled how to place 7/4 on the number line: Locating 7:4. Then, students began to notice and explain patterns: Discussion About Halves. Throughout today's number talk, there were many ah-ha moments! A discussion about 1/2 led us to counting by halves. They automatically explained, "50/100 is located here because 50/100 is equal to $0.50!" At this point, I didn't need to ask students to provide corresponding decimals. I also asked for a student volunteer to explain to the class where the number would be placed and why. After students had time to place each number, I asked students to turn and talk about their thinking. Next, I gave students each of the following numbers and asked students to identify where each number would be located on the line. I asked students to do the same on their own number lines. I then drew a number line on the board and marked 0, 1, and 2 on the line. I invited students to join me on the front carpet with their number lines. Prior to the lesson, I placed magnetic money and fractions on the board to help students conceptualize our number talk today.
![iunit fraction iunit fraction](https://image.slidesharecdn.com/fractionwordwall-140521231329-phpapp02/95/slide-13-1024.jpg)
It was great to see students inspiring others to try new methods and it was equally as great to see students examining each other work for possible mistakes! For each task today, students shared their strategies with peers (sometimes within their group, sometimes with someone across the room). For a detailed description of the Number Talk procedure, please refer to the Number Talk Explanation. For this Number Talk, I am encouraging students to represent their thinking using a number line model.