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**EXPLORING FRACTIONS WITH TEAM FRACTION ACTION**

Very clean, neat design. Excellent job! Adding Fractions with Like Denominators

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Lesson Objective Through the following activities you will learn to add fractions with like denominators, simplifying your answers when necessary. There should be BACK button on every page except for the main page. Back Next

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**What you need to get started**

A working computer and mouse Internet access Paper and pencil A positive attitude and willingness to explore fractions Have you thought of having narration? If recording and synchronizing audio with slides are doable, it would make this material more vivid. Just a thought. I like that you added “A positive attitude.” You might want to elaborate it with something like “Willingness to explore a fun for math.” Back Next

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Main Menu Click on a box to the right to access a specific part of the lesson. Part 1: Finding Fractions within Pattern Blocks Part 2: Adding Fractions with Like Denominators Part 3: Guided Practice with Adding Fractions Part 4: General Assessment Back Next

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**Part 1: Finding Fractions within Pattern Blocks Back Next**

You can make navigation more secure by adding more buttons.. Think of logic for navigation in a Website. Intro (meaning Cover page: slide #1) Main Menu (you need to create this showing Part 1, Part 2, Part 3, etc… a like sitemap) Go back (meaning going back to wherever the students were) Back Next

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**Introduction to Activity**

In this first activity you are going to be filling large pattern blocks with smaller shapes, as shown on the hexagon pictured to the left. How many equilateral triangles are in this hexagon? Back Next

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**Finding Fractions within Pattern Blocks**

As you can see, 6 equilateral triangles fit inside this hexagon. That means that each triangle is one sixth of the whole hexagon. 1 6 1 6 1 6 1 6 1 6 1 6 Back Next

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**Now it’s your turn to explore!**

Would you like to play with virtual pattern blocks? Take some time to explore the pattern block program before we begin the activity. If you have any questions, raise your hand. Have fun and come back in 3 minutes! Click here to access virtual pattern blocks. I’d rather delete this part: “Instead of using real pattern blocks like you’re used to working with in math.” For students, only the fact that they will be using “virtual pattern blocks” is important, I guess. So, the message could be “Would you like to play with virtual pattern blocks?” You could change “Click here to access the pattern blocks” to “Click here to access virtual pattern blocks” You might want to specifically mention when they need to come back “Have a fun and come back here in 3 minutes” Sorry I’m a bit confused. Will this material be used in a f2f classroom? I guess so.. Otherwise “raise your hand” wouldn’t work.. unless a virtual classroom like Wimba is used. Back Next

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**How many are in a ? Give this problem a try!**

Use your pattern blocks to help you answer the following question. How many are in a ? This is a very good instructional material integrating online interactive recourses. The button could be revised to “Go back to virtual pattern blocks to find out the answer!” Return to the virtual pattern blocks to figure out the answer! Back Next

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**We can see that 2 triangles fit inside 1 rhombus**

We can see that 2 triangles fit inside 1 rhombus. We know that each triangle is ½ of the whole rhombus. Very good. Back Next

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**How many are in a ? Let’s try this one!**

Use your pattern blocks to help you answer the following question. How many are in a ? You might not want to say “This one’s a little bit harder…” No need to scare students. Instead, you could say “How about this one?” or “Let’s try this one.” or something like this. The button could be revised to “Go back to virtual pattern blocks to find out the answer!” Return to the virtual pattern blocks to figure out the answer! Back Next

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**We can see that 3 triangles fit inside 1 trapezoid.**

We could represent this mathematically with the following addition sentence. Can you figure out which parts of the sentence are accounting for the triangles? What about the trapezoid? The read trapezoid got upside down here… This might be confusing? What do you think? Perhaps, beginning of the instruction, if possible, it might be better to use the same direction of the shape as the question given. Back Next

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**See if you can figure this one out!**

Use your pattern blocks to help you answer the following question. How many are in a ? Good title. Logical progression of tasks! The button could be revised to “Go back to virtual pattern blocks to find out the answer!” Return to the virtual pattern blocks to figure out the answer! Back Next

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**Try to make the addition sentence that corresponds to this picture. **

We can see that 2 trapezoids fit inside 1 hexagon. We know that each trapezoid is half of the whole hexagon. Try to make the addition sentence that corresponds to this picture. Click here to see the answer! Back

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**This picture represents the following addition sentence:**

We can see that there are 2 trapezoids that each cover half of the hexagon each. Each ½ represents one of the trapezoids, the 1 represents the whole hexagon that is covered. “Great work!” might not appropriate for everybody. What if a student couldn’t write a correct addition sentence? Back Next

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**This one’s a little different…**

Use your pattern blocks to help you answer the following question. If =1, then = ___? You organized the tasks very well. I like the title.. and the fact that you give a variety of tasks. Return to the virtual pattern blocks to figure out the answer! Back Next

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**We can see that 3 triangles fit into 1 trapezoid.**

If 3 triangles fit into 1 whole (the trapezoid), then each triangle is 1/3 of the trapezoid. Are you stuck? Click here to look back at a hexagon example that is similar to this one. “Are you stuck?” Excellent! Back Next

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**Finding Fractions within Pattern Blocks**

As you can see, 6 equilateral triangles fit inside this hexagon. That means that each triangle is one sixth of the whole hexagon. 1 6 1 6 1 6 1 6 1 6 1 6 Animation is very well used here. Back Next

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**If =1, then = ___? Try one more!**

Use your pattern blocks to help you answer the following question. If =1, then = ___? Return to the virtual pattern blocks to figure out the answer! Back Next

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**We can see that 2 trapezoids fit into 1 hexagon.**

If 2 trapezoids fit into 1 whole (the hexagon), then each trapezoid is ½ of the hexagon. The numerator 1 tells us we are talking about one part out of the 2 total parts (the denominator) in the whole. Back Next

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Great work so far! Making and solving fraction addition sentences can be easy when you think about the fractions being small parts of a larger shape. Now, you’re going to learn another way to solve fraction addition problems. You did a Great job, Rebekah! ^ ^ This is a very good summary. One minor suggestion but it’s up to you: “Making and solving fraction addition sentences can be easy if you try to think about the fractions being small parts of a larger shape.” Back Next

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Part 2: Lesson on Adding Fractions with Like Denominators Back Next

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**Adding Fractions Quickly and Easily**

Now you are going to watch a video to show you exactly how to add fractions. You can always pause the video and raise your hand if you have a question. If you are ready to begin, click in the box below! Click here to begin the lesson on adding fractions. Back Next

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Part 3: Extra Practice with Adding Fractions Back Next

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**Click here for the answers to these practice problems.**

Try these! The title could be changed to “Try these!” Some students hate “extra” I think. ^ ^ Click here for the answers to these practice problems. Back Next

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**How did you solve the 1st problem?**

The 2+1 in the numerator gives us 3, then the denominator stays the same since our whole stays the same. As you can see from the diagram, three-sixths can simplify to be ½. 1 6 1 6 1 6 You can put a title like “Okay. Let’s see how you solved the first problem” so that they know this question was from the previous slide. Excellent animated illustrations on this slide and on the following two! Back Next

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**How did you solve the 2nd problem?**

1 5 1 5 1 5 1 5 1 5 The 3+2 in the numerator gives us 5, then the denominator stays the same since our whole stays the same. As you can see from the diagram, five-fifths is equivalent to 1. You can put a title like “Okay. Let’s see how you solved the second problem” Back Next

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**How did you solve the 3rd problem?**

1 10 1 10 The 7+2 in the numerator gives us 9, then the denominator stays the same since our whole stays the same. Nine-tenths cannot be simplified. 1 10 You can put a title like “Okay. Let’s see how you solved the last problem” Back Next

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**Part 4: Adding Fractions Assessment Next Back**

I think the wording should be different… “Adding Fractions Test” Post-test should be a term for instructional designers/ researchers.. If you agree with me, Next Back

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**It’s time to show what you know!**

You will be given a test to complete showing what you have learned about adding fractions with common denominators. Do your very best; if you have a question raise your hand! Please delete the word “post” here also. Back

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Adding Mixed Numbers By: Christin Spurlock 3½4 ¼.

Adding Mixed Numbers By: Christin Spurlock 3½4 ¼.

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