Sie sind auf Seite 1von 11

Fraction Tiles

Manipulative Portfolio - Entry 5

Aurora Turmelle
Description
Grades: 4th - 5th

Fraction Tiles are blocks of various sizes that to represent


different denominators, when combined with tiles of the same
or different sizes (i.e different fractions) represent a
whole. There are 9 different kinds of tiles, each of which is
a different color, and represent different fraction
denominator.
Pictures
Connection to Research
Teaching Fractions: Strategies Used for Teaching Fractions to Middle Grades
Students

This article discusses how, when teachers integrate manipulatives into fraction
lessons, can increase student engagement and authentic learning. Traditionally,
fractions is a subject that students often struggle with, so Fraction Tiles are a
naturally progression in students’ understanding. Fraction Tiles allow students to
visualize the relationship between “parts and wholes,” and provide them the
opportunity to select appropriate sized tiles to represent different fractions (i.e,
parts). Additionally, as pencil-and-paper activities often cause students to lose
interest, Fraction Tiles allow for students to be deeply engaged in their
understanding, as they can visualize, and physically manipulate the fractions. By
using a manipulative that peaked the interest of student, teachers are able to
create student-centric lessons that further enhanced understanding of fractions, and
increase student engagement in the material, and therefore with the curriculum.
Common Core STate Standards
CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each
decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 +
1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent
fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Common Core State Standards cont.
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

CCSS.MATH.CONTENT.5.NF.A.2

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of
unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark
fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models
or equations to represent the problem.
Instructional Procedure
1. Begin by introducing students to the manipulative, and explaining the purpose of
using them in math class.
2. Demonstrate in front of the class of how to properly use the manipulative (by showing
an example of how to represent a number fraction, and how to figure out if two
fractions are equal.
3. Have students break into pairs to work on a set of problems that the teacher writes
on the board (begin by representing fractions). Once the students have gone through a
couple of examples of representing fractions, have students work on finding
equivalent fractions by matching the size of the original fractions.
4. After students demonstrated a solid understanding of how to use the manipulative, the
teacher will put a set of fractions on the board for students to independently create
using the fraction tiles, and then finding equivalent fractions again using the
tiles.
5. As students work on creating the fractions, the teacher should be floating around the
room checking in with students to monitor understanding.
Technology Applications
Assessment Methods
Fraction tiles could be used for either a formative or a
summative assessment. Personally, I would use them as a
formative assessment to see how students are understanding
fraction equivalencies.

Specifically, the teacher could provide a fraction on the


board for a base, and then prompt the students to create
equivalent fractions using the different bases. Example, the
teacher gives the fraction ¾ , and asks the students to use
the tiles to produce equivalent fractions using the ⅙, ⅛,
1/10, 1/12 tiles.
Personal Experience
I did not use Fraction Tiles while I was in school, but I
feel that they could have prevented the “fear” I had about
fractions when I was first learning them.

Fraction Tiles, given that they a way for students to


visualize equivalence of fractions with blocks, would have
allowed for me to have a stronger understanding of why two
fractions that looked very different were equal, and
therefore would have been a good baseline for me as we began
working to find equivalent fractions with denominators in the
hundreds and thousands.
References
Capraro, R. M., E. A. Naiser & W.E. Wright. (2004). Teaching
Fractions: Strategies Used for Teaching Fractions to Middle Grades
Students. Journal of Research in Childhood Education, Vol. 18, no. 3.
Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/02568540409595034

Das könnte Ihnen auch gefallen