ALEX Classroom Resource

  

Least Common Multiple StudyJam

  Classroom Resource Information  

Title:

 Least Common Multiple StudyJam

URL:

 https://studyjams.scholastic.com/studyjams/jams/math/fractions/least-common-multiple.htm

Content Source:

 Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

In this interactive activity, students will be led through steps to find the least common multiple of two numbers which will help students add, subtract, and compare fractions. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the interactive can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
14. Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

a. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Compare two fractions with different numerators and different denominators using concrete models, drawings, and benchmarks (0, 1/2, 1).
  • Recognize that comparisons are valid only when the two fractions refer to the same whole.
  • Record the comparisons of two fractions using symbols >,<, or =, and justify the conclusions.
Teacher Vocabulary:
  • Compare
  • Equivalent fraction
  • Numerator
  • Denominator
  • Benchmark fraction
  • Concrete model
  • Visual model
  • Length model
  • Area model
Knowledge:
Students know:
  • Comparing two fractions is only valid if they refer to the same whole.
  • Meaning of comparison symbols,<, >, or = .
  • Fractions can be represented by a variety of visual models (length and area).
Skills:
Students are able to:
  • Use concrete models, benchmarks, common denominators, and common numerators to compare two fractions and justify their thinking.
  • Explain the comparison of two fractions is valid only when the two fractions refer to the same whole.
Understanding:
Students understand that:
  • When comparing fractions they must refer to the same whole.
  • Benchmark fractions can be used to compare fractions.
  • Fractions can be compared by reasoning about their size using part to whole relationship.
  • Fractions can be compared by reasoning about the number of same-sized pieces.
  • Fractions can be compared by reasoning about their size when there are the same number of pieces.
  • Fractions can be compared by reasoning about the number of missing pieces.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.14.1: Identify fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b.
M.4.14.2: Identify a fraction as a number on the number line; represent fractions on a number line diagram.
M.4.14.3: Recognize a fraction as a number on the number line.
M.4.14.4: Represent fractions on a number line diagram.
M.4.14.5: Recognize fractions as numerals that may represent division problems.
M.4.14.6: Label numerator, denominator, and fraction bar.
M.4.14.7: Identify parts of a whole with two, three, or four equal parts.
M.4.14.8: Distinguish between equal and non-equal parts.

Prior Knowledge Skills:
  • Recognize fractions as lengths from zero to one.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Identify a number line.
  • Recognize whole numbers as lengths from zero to one.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Identify a number line.
  • Label the fractions on a pre-made number line diagram.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Recognize a number line diagram with equally spaced points.
  • Compare length using non
  • standard units to determine which is longer.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.13 Identify and compare models of a whole (1), one-half (1/2), one-third (1/3), and one fourth (1/4) using models, manipulatives, numbers lines, and a clock.
Tags: addition, compare, factor, factor tree, fraction, least common multiple, multiples, prime factorization, subtraction
License Type: Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityText Resources: Content is organized under headings and subheadings
Comments

The quiz may be completed as a whole group or independently on student devices. 

  This resource provided by:  
Author: Hannah Bradley
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