Student: fraction bars to Student lays down job modeling the “Use “Good Fraction multiply a fraction by fraction bars to show the multiplication expression and Bars a whole number.” multiplication expression counting each group.” requested by teacher. your fraction “Lay Student points to/counts bars on the array each group of the (template).” fraction. Student makes an me” and model the “Watch incorrect response or no correct response, then have the response. student complete it correctly. or use Student uses counting or job using “Count “Good repeated addition to repeated addition to find counting/repeated addition to find the product.” the product of the find the product.” multiplication expression. Say/ select the correct product. Student makes an me” and model the “Watch incorrect response or no correct response, then have the response. student complete it correctly. Repeat the *Model/Lead/Test with fractions that are not unit fractions. (E.g., for 2x2/5, lay two 1/5 fraction bars side by side to show one group of 2/5, and then lay two 1/5 fraction bars side by side directly beneath the other 2 fraction bars to show another group of 2/5, then use counting or repeated addition to find the product.) Pizza Fractions: cut out pizza circles the same size then cut them into a variety of labeled unit fractions and use them to multiply a fraction by a whole number by making groups of the fraction and then using counting or repeated addition to find the product. (E.g., for 3x1/4, put three groups of 1/4 onto a circle the size of the original circle, and then count 1/4, 2/4, 3/4 or add 1/4+1/4+1/4 to get 3/4.) Supports and Scaffolds: Circular fraction pieces (including wholes). Fraction bars that are ruled into certain fixed partitions. template for fraction bars Assistive technology iPad applications
Student: Fraction Bars “Use fraction bars to multiply a fraction by a whole number.” “Lay your fraction bars on the array (template).” Student lays down fraction bars to show the multiplication expression requested by teacher. Student points to/counts each group of the fraction. “Good job modeling the multiplication expression and counting each group.” Student makes an incorrect response or no response. “Watch me” and model the correct response, then have the student complete it correctly. “Count or use repeated addition to find the product.” Student uses counting or repeated addition to find the product of the multiplication expression. Say/ select the correct product. “Good job using counting/repeated addition to find the product.” Student makes an incorrect response or no response. “Watch me” and model the correct response, then have the student complete it correctly. Repeat the *Model/Lead/Test with fractions that are not unit fractions. (E.g., for 2x2/5, lay two 1/5 fraction bars side by side to show one group of 2/5, and then lay two 1/5 fraction bars side by side directly beneath the other 2 fraction bars to show another group of 2/5, then use counting or repeated addition to find the product.) Pizza Fractions: cut out pizza circles the same size then cut them into a variety of labeled unit fractions and use them to multiply a fraction by a whole number by making groups of the fraction and then using counting or repeated addition to find the product. (E.g., for 3x1/4, put three groups of 1/4 onto a circle the size of the original circle, and then count 1/4, 2/4, 3/4 or add 1/4+1/4+1/4 to get 3/4.) Supports and Scaffolds: Circular fraction pieces (including wholes). Fraction bars that are ruled into certain fixed partitions. template for fraction bars Assistive technology iPad applications
ElementCardsMathGrade4.docx