Workshop: Many Ways to Show a Fraction
Est. Class Sessions: 2Before the Lesson
Review student work and progress from previous lessons to guide instructional decisions about the following Expectations:
- E1.
- Represent fractions using area models (circle pieces, fraction strips, drawings) and number lines.
- E2.
- Use words and numbers to name fractions.
- E3.
- Recognize that the same fractional parts of different-sized unit wholes are not equal.
- E4.
- Identify the unit whole when given a fractional part of a whole.
- E5.
- Name and represent fractions greater than one as mixed numbers and improper fractions using models (fraction strips, circle pieces, number lines).
- E6.
- Write number sentences from area models of fractions
(e.g., 1/2 = 3/6, 1/3 + 1/3 = 2/3, 1/3 + 1/3 + 1/3 = 1/3 × 3). - E7.
- Make connections among representations of fractions including symbols, words, area models, and number lines.
In Part 2 of this lesson, students will identify their level of confidence with a particular concept and choose problems from a Workshop Menu. See the TIMS Tip for more about Workshop Menus. Use your own evaluation of students' progress to help guide their choices. Review the student work samples in Figure 1 to interpret and guide students' confidence levels with representing fractions using area models. These samples are from Check-In: Question 14 in the Student Guide in Lesson 6.
Plan to organize the class into partners, small groups, or stations based on the problems they choose from the menu. Students can check each other's work and discuss solutions. Students may work with different groups or partners as the Workshop progresses.
