• Summary
• Contents

Any way you slice it, fractions are foundational

Many students struggle with fractions and must understand them before learning higher-level math. Veteran educator David B. Spangler provides research-based tools that are aligned with NCTM and Common Core State Standards. He describes powerful diagnostic methods for error analysis that pinpoint specific student misconceptions and supplies specific intervention strategies and activities for each error pattern. Also included are tools for analyzing student work and providing timely, specific, and meaningful interventions within an RTI framework. The targeted interventions for each error pattern promote teaching for conceptual understanding and are supported by documented academic research. Practical materials include: Reproducibles for diagnostic tests; Practice pages for exercises keyed to the diagnostic tests and error patterns; Pages for practicing alternative algorithms and estimation; Teacher resources for hands-on activities, game sheets and pieces, and more; Worksheets, answer keys, and online resources

Each main unit, along with the sections on academic research and “Big Ideas,” concludes with a set of teacher reflection questions for use in a professional development setting. Get ready, get set, and help your students tackle fractions with confidence!

### A Look at the Academic Research: Intervention in the Mathematics Classroom

##### Resources for Fraction Concepts
Resources for fraction concepts
 Resource Blackline Master(s) Teacher Suggestions Number Lines (marked 0 to 1) 160 47–48 Number Lines (marked beyond 1) 161 52–53 Activity: Multiples in Motion 162 61–62 Unit Wholes (length model) 163 66–67 Instructional Game: Equivalent Fractions Cover-All 164–165 67–68 Activity: Fraction Card Match 166 75 Benchmark Fractions 167 75 Activity: Paper-Folding to Find Fraction/Decimal Equivalents 168–169 84–85

Name _______ Date _______ Class _______

##### Number Lines (Marked 0 to 1)

Label each number line with the correct fractions.

Name _______ Date _______ Class _______

##### Number Lines (Marked Beyond 1)
• Draw a point for on the number line below, and name it A. Then draw a point for , and name it B.

• Draw a point for on the number line below, and name it C. Then draw a point for , and name it D. Finally, draw a point for , and name it E.

• ...
locked icon