Modeling & using tools (MP4, MP5)

Making Sense of Computational Procedures

Watch this multimedia overview to learn about the importance of focusing on conceptual understanding and procedural fluency with fractions operations and how they connect. The overview describes recommended instructional practices for developing understanding of computational procedures and ways to address typical student misconceptions.


SOURCE: Doing What Works

Learning to Think Proportionally

James Lewis discusses what it means to think proportionally and offers examples from everyday contexts. He describes the conceptual progression toward working with cross-multiplication and demonstrates using ratio tables as a tool for solving problems.


FEATURING: W. James (Jim) Lewis, University of Nebraska - Lincoln

SOURCE:  Doing What Works

Grade 5 Number Talk

Follow a teacher’s lesson on adding and subtracting fractions using fraction equivalents and relationships. Children share their strategies for solving the problems described in Dumb Friends League Problem.


FEATURING: Cindy Matthews, Tollgate Elementary School (CO)

SOURCE: Doing What Works

Fractions on a Number Line

A fourth-grade teacher describes students’ challenges in moving from a part-whole interpretation of fractions to seeing them as numbers. Student pairs work on locating fractions and decimal and percent equivalents on a number line.


FEATURING: Vonda Franklin, Eliza Hart Spalding School of Math and Technology (ID)

SOURCE: Doing What Works

Focus on Fraction Operations

This PowerPoint covers the content of a staff development session for math coaches and teachers about how to teach fraction operations. Multiply or Divide? shows a portion of the workshop in which participants are working on the sample material, Multiply or Divide Problems.


FEATURING: RMC Denver Professional Development

SOURCE: Doing What Works

Number Lines

Yukari Okamoto describes the misconceptions that students have about fractions and how to help them understand fractions’ place in the number system. She demonstrates instructional approaches with number lines and number strips to expand beyond the part-whole approach to teaching fractions.


FEATURING:  Yukari Okamoto, University of California, Santa Barbara

SOURCE: Doing What Works