Once students get to the fourth grade, learning equivalence in fractions with unlike denominators is something that they can look forward to...or not look forward to. It can be a very tough lesson and something that is hard for the children to understand. They need to have a simple understanding of fractions already. They need to know what they are and how they add up together. Meaning that they need to understand that fractions are a part of a whole...a fraction of something, and that if the fractions are equal they can add up to create a whole. The easiest way to describe this and review it is with a circle representing a pie. Each slice comes from the pie and all put together its a whole. Also the stronger the students is with their multiplication tables and the corresponding division facts, the easier this lesson is going to be for them. But by the time the students get to the fourth grade they should have already been introduced to them and have a firm understanding of what they are and how to identify them.

One of the best ways to introduce the ideas of equialent fractions with unlike denominators are with visual aids. A fantastic way to introduce this is with a hands on activity for the children. Each child will have a baggie of "pie pieces" or wedge pieces of a circle in different fractions, and a sheet of paper with a whole circle drawn on it. (I have attached a photo of a set I made for better understanding). The teacher would work with the same pieces on the over head. Teacher pieces would be made with transparency and colored to match the students, but still see through on the overhead. Together the teacher and students would work through some example of equivalent fractions with unlike denominators. For example students would be instructed to place their 1/2 piece in their circle and than two 1/4th pieces on the other side. They would be able to see that two 1/4th pieces equal the 1/2 piece and that all that together equals a whole, or 1....

...several concepts about fractions. One concept students in fourth grade will need to master is learning how to tell if fractions are equivalent with unlikedenominators. There are a few prerequisite skills that are necessary in order for the students to understand this concept. The first thing students need to know is what fractions are. Fractions are a way of counting parts of a whole. Secondly, the students...

...Teaching First Graders to Count
A. Counting Principles
Counting is a skill that is practiced throughout a student’s education using a variety of methods. One particular method is rote counting or standard order principle. The standard order principle is an understanding that counting is a sequence pattern that is consistent. It always begins with the number 1, then 2 follows, 3,4,5,6, etc. Sequential counting is taught by counting by ones, fives and tens....

...Samantha Meyer
MATH 334
Reflection 5
Date of Observation: Friday, May 1, 2015
Grade Level Observed: 4th grade
Math concept covered: Multiplying fractions using a number line
Mentor teacher’s name: Jessica Ross
Intern (your) name: Samantha Meyer
Reflection 5: Reflecting on your personal growth
This semester I interned at Hawthorne Elementary School in Ms. Ross’ fourth grade classroom. Each week I observed the class for two and a half hours and participated...

...Fraction (mathematics)
A fraction (from Latin: fractus, "broken") represents a part of a whole or, more generally, any number of equal parts. When spoken in everyday English, a fraction describes how many parts of a certain size there are, for example, one-half, eight-fifths, three-quarters. A common, vulgar, or simple fraction (examples: \tfrac{1}{2} and 17/3) consists of an integer numerator, displayed above a line (or before a...

...Fractions
The problem here is to add and |
These two fractions do not have the same denominators (lower numbers), so we must first find a common denominator of the two fractions, before adding them together.
For the denominators here, the 8 and 14, a common denominator for both is 56.
With the common denominator, the
becomes a
and the
becomes a
So now our addition...

...
2
5x
2
5
A. 3x - 9 , x Z 0
B. 3x - 9x, x Z 0
5x
2
2
C. 9 - 3x, x Z 0
2. Simplify.
n + 3
n + 4
a) 2n 3n2
b)
Common denominator: 6n2
(n ؉ 3) 3n
(n ؉ 4) 2
؊
2n
3n
2
3n2
2
3n ؉ 9n 2n ؉ 8
؍
؊
6n2
6n2
؍
#
3n2 ؉ 7n ؊ 8
؍
,n
6n2
32
5x2
D. 3x - 9 , x Z 0
#
4
-3
+ 2
fg3
f g
Common denominator: f 2g3
؍
؍
2
؊3 f
4 g
؉ 2
fg 3 f
f g g2
#
؊ 3f ؉ 4g 2
f 2g 3
#
,f
0, g
0...

...In order to teach students the concept of equivalence when working with fractions with unlikedenominators or finding equivalent fractions, there are some skills that the students must already possess. These are as follows:
Students are able to both recognize and write fractions
Students understand the ‘breakdown’ of a fraction where the top is the numerator and the bottom is the...

...crucial and the teacher must understand its importance. It is especially essential when teaching young students and adolescents. There are two types of motivation: extrinsic (stimulus forms outside the classroom and individual, forced by external influence, e.g. different rewards, social approval etc.) and intrinsic (motivation comes from inside the classroom or personal interests of the student, e.g. method of teaching, activities presented in the classroom). The...

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