Lead Materials Teacher Student Response Teacher Feedback Says/Does Teacher and Student: can use base Student lays job showing “We “Good ten shapes to find down/selects an the fraction 1/10.” of a square (the equivalent fractions.” image of a square size of a base ten flat) Lay down an image (the size of a base that has been divided of a square (the size ten flat) that has into ten equal parts (the of a base ten flat) been divided into size of a base ten rod), that has been divided ten equal parts (the with one of the parts into ten equal parts size of a base ten shaded. (the size of a base rod), with one of the Image on a transparent ten rod), with one of parts shaded. Then, overlay of a square (the the parts shaded. lays down/selects a size of a base ten flat) Say, whole has card labeled with “This that has been divided been divided into ten the fraction 1/10. into one hundred equal equal parts and one parts (the size of the of the parts is small base ten cube) shaded, so this cards, labeled shows the fraction 1/10, 1/100, and =. 1/10.” Lay down a card labeled with the fraction 1/10. Say, show me “Now, 1/10.” Say, we are Student covers job showing “Now “Good going to show the his/her same square the fraction same whole being with a transparent 10/100.” divided into one overlay that has an hundred equal of a square (the parts.” Cover the size of a base ten image of the same flat) that has been square with a divided into one transparent overlay hundred equal parts that has an image of (the size of a small a square (the size of base ten cube). a base ten flat) that Then, points has been divided into to/counts the one hundred equal shaded parts and parts (the size of the lays down/selects a small base ten cube). card labeled with Say, shaded the fraction 10/100. “the 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
Lead Materials Teacher Says/Does Student Response Teacher Feedback Teacher and Student: 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) cards, labeled 1/10, 1/100, and =. “We 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. Say, “Now, show me 1/10.” Student lays down/selects 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. Then, lays down/selects a card labeled with the fraction 1/10. “Good job showing the fraction 1/10.” Say, “Now we are going to show the same whole being divided into one hundred equal parts.” Cover 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 Student covers his/her same square with a transparent overlay that has an of a square (the size of a base ten flat) that has been divided into one hundred equal parts (the size of a small base ten cube). Then, points to/counts the shaded parts and lays down/selects a card labeled with the fraction 10/100. “Good job showing the fraction 10/100.”
ElementCardsMathGrade4.docx