For the Teacher: Why is a deep understanding of this concept important?
What do students need to understand? What misconceptions do students have and how are they developed? What further learning and readings might be helpful?
For the Teacher: Developing a deeper understanding of this concept
Why might this concept be more challenging than expected?
Graham Fletchy shares “The Progression of Fractions – Meaning, Equivalence & Comparison“. In the video, he references grade levels but these are not equivalent to Alberta Curriculum.
For the Teacher: Stop saying
Sometimes we say things in order to help students do the math rather than understand the math. Those statements can create misconceptions and confusion when the statements no longer hold true at later grades. What might those statements be for this concept? Why are they an issue? What could be said instead?
What high leverage strategies are best suited when teaching this concept?
Strategy 1: Coming soon
These strategies have not yet been full developed:
Introducing Halves: This Google Slideshow explores cutting rectangles and circles into halves. Students can type into the google slideshow to share their thinking as long as you give them an editable copy. Prior to this, students should have opportunities to explore cutting paper in half in a variety of ways.
Read about the criteria used to select high leverage strategies.