Teacher: can use base ten shapes Student watches. watching “I “Good, to find equivalent me.” Image of a square fractions.” (the size of a base ten flat) that has been Lay down an image of a divided into ten equal square (the size of a base parts (the size of a ten flat) that has been base ten rod), with divided into ten equal one of the parts parts (the size of a base shaded. ten rod), with one of the parts shaded. Say, “This Image on a whole has been divided transparent overlay of into ten equal parts and a square (the size of one of the parts is shaded, a base ten flat) that so this shows the fraction has been divided into 1/10.” Lay down a card one hundred equal labeled with the fraction parts (the size of the 1/10. small base ten cube). Three cards, labeled 1/10, 1/100, and =. Say, I am going to Student watches. watching “Now “Good, show the same whole me.” being divided into one hundred equal parts.” the image of the same square with a transparent overlay that has an image of a square (the size of a base ten flat) that has been divided into one hundred equal parts (the size of the small base ten cube). Say, shaded area is “the still the same, but now there are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (pointing while counting) parts shaded because these parts are smaller. So, this shows the fraction 10/100.” Lay down a card labeled with the fraction 10/100. Lay down a card labeled Student watches. watching “Good, with an equal sign. me.”
Teacher: Image of a square (the size of a base ten flat) that has been divided into ten equal parts (the size of a base ten rod), with one of the parts shaded. Image on a transparent overlay of a square (the size of a base ten flat) that has been divided into one hundred equal parts (the size of the small base ten cube). Three cards, labeled 1/10, 1/100, and =. “I can use base ten shapes to find equivalent fractions.” Lay down an image of a square (the size of a base ten flat) that has been divided into ten equal parts (the size of a base ten rod), with one of the parts shaded. Say, “This whole has been divided into ten equal parts and one of the parts is shaded, so this shows the fraction 1/10.” Lay down a card labeled with the fraction 1/10. Student watches. “Good, watching me.” Say, “Now I am going to show the same whole being divided into one hundred equal parts.” the image of the same square with a transparent overlay that has an image of a square (the size of a base ten flat) that has been divided into one hundred equal parts (the size of the small base ten cube). Say, “the shaded area is still the same, but now there are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (pointing while counting) parts shaded because these parts are smaller. So, this shows the fraction 10/100.” Lay down a card labeled with the fraction 10/100. Student watches. “Good, watching me.” Lay down a card labeled with an equal sign. Student watches. “Good, watching me.”
ElementCardsMathGrade4.docx