Activity

EGE 07- Teaching Mathematics in Primary Grades

Chapter 2. Fractions

Name: Prince Aira Bell P. Jamon BEED 3B

(25 points)

A. After learning The Concept of a Fraction, reflect on how it can be learned by your future pupils in a
more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

The Fraction Boogie

This is a great way to get my students up and moving.

Each student will need one piece of newspaper. Students place the piece of newspaper out as a
‘whole piece’. The teacher plays some fun dancing music so that the students can dance along on
their piece of newspaper. When the music stops, the students must pick up their piece of paper and
fold it in half. They then start dancing on half of the newspaper. Again, the music stops and they fold
the piece of paper so that they are dancing on only one quarter. Finally, they fold the newspaper so
that they are only dancing on one eighth of the paper.

An activity kids will love doing! They can then unfold their piece of paper to see the folds in the paper.
A great discussion can take place after this game about the different fractions they created during this
activity

2. Teaching Strategy. I will employ

A good strategy to introduce fractions is to connect to prior knowledge. In this strategy, you explain
that we use fractions throughout our day, sometimes without realizing it! For example, ask students
to think about dividing up a cake to understand what a fraction means

3. Mode of Assessment: I will administer

Formative assessment

Students try to work problems independently and in partner groups. This is allowing students to think
for themselves to access problems and apply prior knowledge. The teacher walked around the room
to elicit evidence of their learning/knowledge.

B. After learning Equivalent Fractions, reflect on how it can be learned by your future pupils in a more
effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Teaching with Food

Kids love food, and they understand food. When beginning your fraction unit why not pull out a
Hershey bar or an orange. It is a great way to not only teach what a fraction is, but also to introduce
an equivalent fraction by having them share the food.

2. Teaching Strategy. I will employ

Using Number line

Using a number line when teaching equivalent fractions has become more common with the Common
Core State Standards. If you do not use this strategy when teaching equivalent fractions, start now!
Teach your students how to draw a fractions number line and make them do it over and over again. It
will be painful at first, trust me; but that is ok! Learning is supposed to be a little messy. Remember
what I said earlier about fraction models? Use fraction bars while teaching students how to create a
number line. It will really help! If that is not enough, I have an equivalent fractions number line
activity that scaffolds the learning for your students. This is one of the key elements in equivalent
fractions how-to!

3. Mode of Assessment: I will administer

Summative assessment In this assessment, students demonstrate their understanding of equivalent

fractions. Students review key information about equivalent fractions before participating in a variety
of assessment activities.

C. After learning Comparing and Ordering Fractions, reflect on how it can be learned by your future
pupils in a more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Fraction Freud games

This game is all about comparing fractions. You are trying to beat the computer (or another player) by
creating either the smallest or largest fraction. You can only use the numbers left on your side so
there is some strategy involved as well as thinking about how to make bigger or smaller fractions than
your opponent.

2. Teaching Strategy. I will employ

Students can compare area models to compare fractions either by using physical fraction
manipulatives or by drawing pictures. In an area model, the model that represents the larger area is
the larger fraction. Students can use number lines to compare fractions by plotting the points on one
or on two number lines.

3. Mode of Assessment: I will administer

Self assessment

I will ask them about what they have learned from our lesson and they can write it down from their
papers.

D. After learning Addition of Similar Fractions and Mixed Numbers, reflect on how it can be learned by
your future pupils in a more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Let’s dive in

Students need a lot of practice especially with a topic like adding and subtracting fractions. They need
to get a really solid understanding that you can only add and subtract fractions when the
denominators are the same. It seems so logical and simple for us as teachers, but most kids need to
have a lot of interaction with this basic concept. The activities below will give you a variety of ways
you can practice these skills with the whole class, in partners, or independently.

2. Teaching Strategy. I will employ

Teach my students to add and subtract fractions with like denominators using a strategy that works
for both operations: converting mixed numbers into improper fractions and back again!

3. Mode of Assessment: I will administer

Diagnostic Assessment

To know my students how they learned from the lesson I will give them a identification test and word
problem to measure their learnings.

E. After learning Subtraction of Similar Fractions and Mixed Numbers, reflect on how it can be learned
by your future pupils in a more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Paper Chain

I have my students work in partners on a daily basis. It’s so important for them to talk about the math
they’re doing, and it’s great to hear them explaining to each other how to solve problems. One of the
best activities for partner work is paper chains. The students have 12 strips with problems and they
have to put them in order of the question and matching answer. When they think they’re done, I
check it. Once they have everything correct, they can make the paper chain.

2. Teaching Strategy. I will employ

Teach students strategies for subtracting fractions with this series of engaging lesson plans. They
provide frameworks for teaching math learners about subtracting fractions with mixed numbers and
fractions with unlike denominators as well as trickier equations where the larger fraction has a lesser
number and a like denominator.

3. Mode of Assessment: I will administer

Self Assessment

To know what my students learned and what are some problems that it hard for them to understand
and solved

Prepared by: CRISTINA P. TENDERO

EGE 07 Instructor