Visual Modeling
Learning Objective: Use visual fraction models to represent parts of a whole
Now that students understand where the numbers come from in the fractions, they will practice modeling fractions using different methods: set models, area models, length models, and on a number line.
There are various ways students can practice modeling fractions. They can draw them, use hands-on counting items like two sided counters, counting bears, linking cubes, etc., or use online virtual manipulatives. One site that students enjoy using for this is from Toy Theater.
Here is short video that shows how to use these virtual manipulatives with students. |
|
Creating Models from Fractions (Set Models)Discussion: Using the infographic, show students how to create a set model from a given fraction. Make sure they understand the significance of the numerator and the denominator.
Virtual Modeling: Using the Toy Theater virtual manipulatives, provide students with a short list of fractions and allow them to create their own set models to represent each given fraction. Students can choose between the color counters, shape counters, or bear counters to create their models. Students can be assessed either as they create their models, turn in screenshots of their work, or turn in a drawing of what they created.
|
Area Models vs. Length ModelsArea models and length models are another way to model fractions in a visual way. Although they are similar, the main difference between the two is that length models are basically a strip divided into equal parts while an area model is typically a shape broken up into equal pieces.
Virtual Modeling: Again using Toy Theater's virtual manipulatives, students will use the fraction bars to explore length models and then move to creating area models. Students can be assessed the same way as when they created set models. Nearpod option: If a teacher has a Nearpod account, students can practice creating length and area models using the Draw It feature and then share student answers anonymously. Below is a preview: (If the preview fails to load, please refresh the page!)
|
|
Fractions on a Number LineFinding fractions on number lines can be tricky for students. This is where their true understanding of fractions will be demonstrated.
Video & Discussion: After having the students watch the video, review the infographic (shown on the right) and clear up any misconceptions before moving the the Q-tip number line activity. Q-Tip Activity: Using string and Q-tips, have students work in groups to create various number lines based on given fractions. This will help students better understand numerators, denominators, and number line representations. Supplies needed:
|
|
Pizza Party Problem - Fraction ModelsOnce again, visit the Pizza Party Problem with the students. Based on the different scenarios that were previously developed with the students, have them create the various types of models for the slice representations. This is a great way to tie what the students have learned throughout these modules back to the initial problem presented to them and bring their learning full circle.
Discuss different scenarios for the students to model. For example, if you and a friend ate two pieces, what would the area model of one whole pizza look like? |
Assessment: Module 3
As the activities and discussions were completed, there is an opportunity for informal assessment of student understanding based on student performance and immediate feedback to help students modify and adjust their thinking. The link posted provides a formal assessment to check for student understanding over this module. Teachers can post this link in Google Classroom or other learning management platform so that students can take the assessment digitally.