# Tag Archives: conceptual

## Teaching with Fraction Strips

“That was the best math lesson, ever!”

This is not what I had expected from the third graders.  Most of our lesson was spent folding and dividing colorful strips of paper.  This words of enthusiasm remind me that the simple act of creating math tools (manipulatives) can build a child’s confidence while also strengthening understanding.

The goals for the day were to:

• understand that fractions are part of a whole
• find relationships between fractions
• find equivalent fractions (different fractions that equal the same amount.  Eg. 1/2 = 2/4)
I began by modeling how to find relationships between fractions, moving my fractions strips around and placing different combinations of fractions next to one another.

Modeling Equivalent Fractions: 1/3 = 2/6

Once the Magical Minds had the basic understanding of how to find equivalent fractions, I set them to the task of accumulating as many equivalent fractions they could find.

The third graders moved around the room, spreading their fraction strips across tabletops and on the floor.

Comparing Fractions While Looking for Equivalence

What relationships do you see in the picture below?  How many different equivalent fractions can you find?

I See at Least Four Equivalent Fractions