ALEX Classroom Resource

  

Greatest Common Factor StudyJam

  Classroom Resource Information  

Title:

 Greatest Common Factor StudyJam

URL:

 https://studyjams.scholastic.com/studyjams/jams/math/fractions/greatest-common-factor.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 greatest common factor, a useful skill when simplifying fractions. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity 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
13. Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

Example: a/b is equivalent to (n x a)/(n× b).
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use visual models to create equivalent fractions.
  • Explain the generalized pattern, a/b = (n x a) / (n x b).
  • Use the generalized pattern to create equivalent fractions.

Set models (parts of a group) are not models used in grade 4.
Teacher Vocabulary:
  • Fraction
  • Numerator
  • Denominator
  • Equivalent
  • Fraction model
  • Area model -Length model
Knowledge:
Students know:
  • Fractions can be equivalent even though the number of parts and size of the parts differ.
  • Two fractions are equivalent if they are at the same point on a number line or if they have the same area.
Skills:
Students are able to:
  • Use area and length fraction models to explain why fractions are equivalent.
  • Recognize and generate equivalent fractions.
Understanding:
Students understand that:
  • equivalent fractions are fractions that represent equal value.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.13.1: 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.4.13.2: Identify a fraction as a number on the number line; represent fractions on a number line diagram.
M.4.13.3: Recognize a fraction as a number on the number line.
M.4.13.4: Represent fractions on a number line diagram.
M.4.13.5: Recognize fractions as numerals that may represent division problems.
M.4.13.6: Label numerator, denominator, and fraction bar.
M.4.13.7: Identify parts of a whole with two, three, or four equal parts.
M.4.13.8: Distinguish between equal and non-equal parts.
M.4.13.9: Define area, length, equivalent, fraction, numerator and denominator.

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: factor, factor tree, fraction, greatest common factor, prime number
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.

Scholastic StudyJam is free for teachers. Teachers do not have to create an account to access the resources.

  This resource provided by:  
Author: Hannah Bradley
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