Personal Learning Path

  Despite the fact that we are continuing to study about fractions and moving on to our next topic, equivalent fractions, I am feeling apprehensive and a little out of my element. Several videos had to be seen in order for me to be confident in my comprehension of comparable fractions before I could introduce them. To begin the lesson, I introduced vocabulary words with student friendly definitions, then  I explained that  equivalent fractions  are fractions that do not look alike, but have the same value. Then , we watched two videos on how to find equivalent fractions . Next, I explained and modeled on the board t o find equivalent fractions, by multiplying the numerator and the denominator by the same number, so we need to multiply the denominator of 7 by a number that will give us 21. Since 3 multiplied by 7 gives us 21, we can find an equivalent fraction  by multiplying both the numerator and denominator by 3. We did some group work on liveworksheets.com and independent work .  CC

I've become more at ease and confident in designing and performing fractions lessons as I've continued to teach them. The more I practiced relearning fractions with videos, methods, and visual aids, the more I grasped the idea and could teach it to my students. It's crucial to practice! When educating students with disabilities, it is critical to regularly practice the skill and to develop alternate learning tools, visualizations, and manipulatives as the content grows more difficult and demanding.  During this week's session, we continued to practice dealing with fractions on the number line, which was introduced last week. First, the kids viewed a video titled Number Line Fraction Race, which was followed by a discussion. Following that, they worked as a group on an interactive digital worksheet on liveworksheets.com, labeling fractions using a number line and using the smartboard. Lastly, for independent work, the students were given two worksheets, the first one, th

Throughout my childhood, I struggled with arithmetic because it was always daunting to me. I had to do some self-research to obtain a better knowledge of the subject and how to teach it to my students before I could begin the next topic on fractions on the number line. After doing some investigation, I discovered some excellent resources and ideas to use in this classroom.   CCSS.MATH.CONTENT.3.NF.A.2.B   Represent a fraction  a / b  on a number line diagram by marking off a lengths 1/ b  from 0. Recognize that the resulting interval has size  a / b  and that its endpoint locates the number  a / b  on the number line. To begin the session, I had students view Generation Genius' Intro to Fractions Using the Number Line.This was a great source to use as an introduction because it kept students engaged and it gave a detailed explanation using food, paintings, music, hiking and fraction bars.  The next activity, to further students understanding with a hands on approach, students made