Olivia Leong

TED 510
Technology Research Assignment

Site #1
1. URL:​ ​https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Equivalent-Fractions/
Title: ​Equivalent Fractions

2. Topic:​ Fractions
Grade Level:​ 3, 4
Standards:
● 3.NF.1 Understand a 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 of size 1/b.
● 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number
line diagram.
● 3.NF.3a-3b Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain
why the fractions are equivalent, e.g., by using a visual fraction model.
● 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate equivalent
fractions.
This activity shows that fractions can be represented numerically, on a number line, and on a square or
circle array model. Students can manipulate the shape models by partitioning the shape into equal parts
and by clicking on a number of those parts to make them shaded. As students partition the equal parts in
the shape models, they can see the denominator on the number line fraction change. As students click on
the blank spaces to shade them, they can see the numerator change as well as the number line dot move
along to represent its place on the number line. This partitioning and selection of parts on the shape
model to make fractions supports Common Core Standard 3.NF.1. As students explore the shape models,
they see how the visual representations correspond with the numerical fraction. They can make the
generalization that the denominator represents the whole shape and partitioning that whole into equal
parts changes the denominator. Students can also make the generalization that the numerator represents
the number of shaded parts. The simultaneous movement of the fraction on the number line as students
manipulate the shape model helps students to understand how fractions fit on a number line which
supports Common Core Standard 3.NF.2. The goal of the activity (to find two equivalent fractions to a
given fraction) supports Common Core Standards 3.NF.3a-3b and 4.NF.1. Students can see that equivalent
fractions occupy the same space on the number line and they can use their prior knowledge of
multiplication families to recognize and generate equivalent fractions.

3. Description:​ This activity is called Equivalent Fractions. A fraction is given and the goal is to find two
equivalent fractions. The given fraction is represented numerically on a number line and visually on a
square array model or a circle pie chart. Students can choose if they want to use a square model or circle
chart. Students also have the option to build their own given fraction. At the top of the activity screen, the
given fraction is represented on a shape model. Below that shape is a number line that is marked with a 0
on the left and a 1 on the right. On that number line, there are three different colored dots and below
each dot is the fraction that corresponds to that location on the number line. At the beginning of the
activity, the given fraction is shown on the number line and the two fractions students create are shown
as 10 and the dots are placed at zero on the line. Below the number line, there are two shape models that
Olivia Leong
TED 510
students can manipulate. The dots on the number line and shaded areas on the shape models are color
coded so that students can differentiate between the given fraction and the fractions that they create. For
example, the red dot on the number line represents the given fraction. The blue and green dots and shape
models represent the fractions that the student needs to find. If a student clicks on the equal parts of the
blue shape model, the blue fraction will move on the number line to represent its location in regards to 0
and 1. The green fraction moves if students manipulate the green shape model. To manipulate the shape
model, a student first needs to partition the shape into equal parts. The student can do this by moving the
sliders on either side of the shape model to increase the amount of equal parts. The slider on the bottom
creates equal vertical parts (up to 16 parts) and the slider on the side creates equal horizontal parts (also
up to 16 parts). Students will notice that they will need to move both sliders to make equivalent fractions
with denominators larger than 16. Students can use their knowledge of area and multiplication to figure
out an equivalent denominator. Once a student has partitioned the fraction, they need to click on the
equal parts to change the numerator and move the fraction on the number line to match the given
fraction. When both equivalent fractions are found, the student clicks on the check mark and if the
answer is correct, all three fractions are added to a list of equivalent fractions on the right side of the
activity screen. Students can see which fractions they’ve used before. If the equivalent fraction(s) are
incorrect, the activity will put a red “x” over the incorrect shape model and students will get to try again.

4. This activity provides several visual representations (number line and shape models) to help students
build an understanding of equivalent fractions. Van de Walle states, “​To help students build a strong and
flexible understanding of equivalent fractions requires the use many contexts and models in which the
goal is to rename a fractional amount. This is the first time in students’ experience that they are seeing
that a fixed quantity can have more than one name (actually an infinite number of names). Area models
are a good place to begin understanding equivalence” (360).

5. This activity allows students to explore equivalent fractions by manipulating shape models and seeing
how the corresponding fraction moves left or right on the number line. This activity is truly dynamic
because students can adjust the shape models and see how it affects the number line fractions in real
time. Students can use the visual representations to gain a better understanding of fractions. They can
also begin to make generalizations about fractions. For example, students can see how the shape models
and number line represent fractions; students might notice that as they click on the equal parts in the
shape model, the numerator changes and the fraction moves along the number line; students might
notice that no matter how many equal parts they create in the shape model, the fraction still fits along
the number line from zero to one because it is part of a whole; student might notice that even if the
denominator is different, the fraction can still be equivalent to the given fraction and occupy the same
spot on the number line. There is also more than one way to get an equivalent fraction. For example,
students can try to match their shape model to the same size as the given shape model; students can play
around with the shape models until they move up to the given fraction on the number line; or students
can use multiplication to make the denominator larger. Additionally, there are more than just two
answers for each given fraction so if a whole class did this activity, each student might come up with
different answers. For example, if the given fraction is 43 , the equivalent fractions can be 86 , 12
9 12 15
, 16 , 20 ,
18 21 192
,
24 28 , and more all the way up to 256 . I like that the activity box shows students the equivalent
fractions they have already created. Students can compare the fractions they’ve created before and make
generalizations about equivalent fractions. For example, they might notice that all the given denominators
and numerators are factors of all the fractions they created. This generalization could lead to students
understanding that they can multiply the given fraction to create equivalent fractions. I noticed that the
activity doesn’t give the student the correct answer if the student is incorrect. However, if the student’s
fractions are the same as the given fractions, the activity will tell the student that the answer needs to
have different denominators.
Olivia Leong
TED 510

Site #2
1. URL:​ ​https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Fraction-Game/
Title: ​Fraction Game

2. Topic:​ Fractions
Grade Level:​ 3, 4
Standards:
● 3.NF.1 Understand a fraction as a number on the number line; represent fractions on a number
line diagram
● 3.NF.3a-3b Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
c. Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.
d. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain
why the fractions are equivalent, e.g., by using a visual fraction model.
● 4.NF.3a-3b Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 +
1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
This activity has seven number lines that are partitioned into halves, thirds, fourths, fifths, sixths, eighths,
and tenths which support Common Core Standard 3.NF.1 which states that students should be able to
understand a fraction as a number on the number line. The goal of this activity is to get all the markers
from the 0 to the 1 on the number line using as few cards as possible. Students will quickly realize that
they need to move more than one marker each turn so that they can use less cards overall. Students will
need to think about the fractions that can be added together to make the fraction on the card. The more
addends they can use, the faster they will get all markers to the other side which supports Common Core
Standard 4.NF.3a and 4.NF.3b. Students also need to use their knowledge of equivalent fractions to move
the markers to fractions that equivalent to the card fraction which supports Common Core Standards
3.NF.3a-3b.

3. Description:​ This activity can be played as a two player game or as a one player game. This activity has
seven number lines and a red marker on the zero side of all the number lines. Each number line goes from
0 to 1 but each one is partitioned differently into halves, thirds, fourths, fifths, sixths, eighths, and tenths.
There is a set of cards on the left side of the activity box. When students click on the deck, a card shows
up that displays a fraction. Students can only move markers that correspond to the fraction on that card.
The goal of this activity is to get all the markers from the 0 to the 1 on the number line using as few cards
as possible. Students will quickly realize that they need to move more than one marker each turn so that
they can use less cards overall. Students will need to think about the fractions that can be added together
to make the fraction on the card. The more addends they can use, the faster they will get all markers to
the other side. Student will also need to think about equivalent fractions to the card fraction in order to
markers on different number lines.

4. This activity utilizes a number line as a visual representation for adding fractions. Van de Walle repeatedly
mentions that visual representations like number lines are an important tool to help students gain a
deeper understanding of fractions as numbers. He notes, “​An important model for adding or subtracting
fractions is the number line (​Siegler et al., 2010​). One advantage of the number line is that it can be
Olivia Leong
TED 510
connected to the ruler, which is a familiar context and perhaps the most common real context for adding
or subtracting fractions. The number line is also a more challenging model than an area model, because it
requires that the student understand 43 as 3 parts of 4, and as a value between 0 and 1 (​Izsák, Tillema, &
Tunc-Pekkam, 2008​). Using the number line in addition to area representations can strengthen student
​ ramer et al., 2008​; ​Petit et al., 2010​)” (378).
understanding (​Clarke et al., 2008​; C

5. This activity is truly dynamic because it really encourages students to challenge themselves and use their
critical thinking skills. To reach the goal, students need to use everything they’ve learned about fractions.
Students use their knowledge of equivalent fractions, fraction decomposition, fraction addition, and
fractions as a number on a number line to complete the goal of the activity. So this activity is best suited
for students who already have an understanding of those concepts. The Fraction Game activity challenges
students to move all their markers to the 1 side of the number line using the least amount of cards. If
students only move marker per card, they might move all the markers but they’ll use up too many cards.
Students need to figure out that they need to move more than one marker per card in order to use less
cards. They need to think about decomposing a fraction into a sum of fractions with the same
denominator and then changing some of those addends into equivalent fractions so that they can move
markers on multiple number lines. The more addends and equivalent fractions they can think of, the
further they can move their markers on the number line and the fewer cards they need to use to reach
the goal. Additionally, there is more than one way to move the markers on the number line. So if students
play it as a two player game, the competition can lead to creative fraction decomposition. Students are
doing more than just clicking on an answer, they need to be strategic with their moves and think about
how they can get the most out of one turn.

Comparison of the two sites/activities:

6. What were the best elements of each? Why? (2 points)
The best element of the Equivalent Fractions activity is the ability to manipulate the visual representations of
fractions. I like that students can really explore fractions by partition the equal parts in a shape and select
which parts to shade in this activity. Visual models are a great tool that can help students build a deeper
understanding of fractions are parts of a whole number. In the Fraction Game activity, students are also able
to manipulate the markers on the number line but it’s less interactive. The best elements of the fraction game
are the way it encourages students to challenge themselves and helps them develop critical thinking skills.
Students need to think about how to use the least amount of cards to get all the markers to one. If students
only move marker per card, they might move all the markers but they’ll use up too many cards. Students need
to figure out that they need to move more than one marker per card. To do this, they need to decompose the
fractions on the cards to get as many addends as possible and then create equivalent fractions with those
addends to be able to move markers on different number lines. If students play it as a two player game, the
competition leads to creative fraction decomposition. However, an understanding of fraction decomposition
and fraction equivalency is needed for students to understand how to use this activity. The Equivalent
Fraction activity might be better for students to explore fractions as parts of whole numbers and the Fraction
Game might be best for students who already have an understanding of fractions.

7. Which site do you believe was stronger? Why? (1 point)

I believe the Equivalent Fractions activity was stronger. This activity allows students to ​adjust the shape
models and see how it affects the number line fractions in real time. I really like that this activity allows
students to use more than one strategy to find equivalent fractions. Additionally, there are many possible
answers so students can challenge themselves to come up with different fractions each time they play.
Students can use this activity to really explore fractions and develop a deeper understanding of fractions as
parts of whole numbers.
Olivia Leong
TED 510
8. Pick one of the two sites and describe how you would include it in your teaching. Give sufficient detail
about your lesson that I could imagine what it would “look like.” Include an ​EXPLICIT discussion​ of how you
would scaffold/support ELLs during this lesson. Your support should be proactive, not reactive -- meaning
you are setting up students to successfully engage with the activity. (3 points, with 2 of the 3 based on your
discussion of ELL support.)
I would use the Fraction Game activity in my classroom as a partner activity. This activity could function
first as a stand alone lesson and then used as part of a series of math centers activities. Because this activity
requires students to have prior knowledge of fraction decomposition and addition, I would do this activity
with a fourth or fifth grade class. I would tell the class to gather the class on the carpet with their whiteboards
in front of the projector screen and show them the game. First, I would explain to them how the game works.
I tell them that the goal of the game is to move all the markers to the right side using as few cards as possible.
I’ll ask them “Who thinks they can reach that goal?” and I’ll tell them to give me a thumbs up, thumbs down,
or thumb in the middle. Then, I’ll ask them to show me on their whiteboards how many cards they think
they’ll use. I want to get them thinking about what a reasonable number of cards would be. Next, I would
demonstrate how to play. I click on a card and tell them that they need to move the markers according to the
card that is shown. For the first card, I’ll only move one marker. The second card, I’ll ask a student which
marker I should move. I’ll continue modelling how to move the markers but I’ll only move on marker per card.
I’ll keep going until either a card shows up that we can’t use because it has a fraction that is less than where
the markers are or we go past the number of cards students predicted we’d have to use. Then I’ll point out
that we are wasting some of our turns and using too many cards. I’ll ask the class, “Can you think of a better
or more efficient way to move the markers?” I’ll have them think pair share with their elbow partner.
Students might point out that they can use equivalent fractions or that they can decompose the fractions on
the cards to move more than one marker or another strategy. Then, I’ll have some students explain their
strategies and I’ll write them on the big white board as they explain. I’ll ask other students to explain the
strategies in different ways and then do a thumbs up/thumbs down check to make sure the class understands
that strategy. Then, I’ll show a new card and have students work independently on their whiteboards while
using one of the new strategies we discussed and then I’ll have them discuss their strategy with a partner.
When everyone is finished, I’ll have a couple students share their strategies while I write down their thinking
on the board. I’ll use one of the strategies as an example and move the markers on the game screen to
demonstrate how you can move more than one marker or how you can use equivalent fractions. I’ll go
through a couple more cards and follow the same student share/teacher note taking protocol as stated
previously. For the last card, I want to challenge the class to see who can move the most markers in that turn.
While I demonstrate how to do the Fraction Game activity, I want to make sure that I model each part and
check for understanding after each step to make sure my ELL students understand. The nonverbal thumbs
up/thumbs down check in provides a way for ELL students to participate without having to talk. I also want to
speak very clearly, make expressive gestures, and give sufficient wait time after posing a question. While I
write student strategies on the board, I want to make sure to include drawings and visuals other than words
to support ELL students. If an important key phrase comes up (ex: equivalent, denominator, numerator,
decomposing fractions), I will write it on the board and point it out whenever it comes up to encourage the
use of academic language. I will also make sure to demonstrate that some words may have multiple meanings
and explain how to use a certain word in a mathematical context (ex: markers can be used for writing but the
markers in the Fraction Game are the red dots we move along the number line). If an ELL student has a good
strategy I want to let them know they had a good idea and I’ll ask them if they would like to share their
strategy with the class. If they feel uncomfortable sharing out loud, I’ll ask them if they are ok with me sharing
their strategy with the class. Additionally, having students share their thinking with a partner first helps ELL
students practice communicating in a lower pressure situation. I would try to pair up students with a higher
language proficiency level with students who have a lower proficiency level. If there are some more proficient
students who speak the same language as my ELL students, I would try to pair them up. Emergent ELL
students might feel more comfortable asking peers questions in their native language.
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TED 510
After this class discussion, I would have students work on the two player Fraction Game activity with their
partner. I make sure to tell them that they need to prove to their partner why their move works. They need to
show their work either on a whiteboard or paper and they need to explain how their strategy works to their
partner. During this time, I am circulating the classroom and answering clarifying questions. If I notice that
some students were having trouble with this activity, I would give them extra support during this time. After
students have gotten used to how this activity works, I can include it as a partner activity station during math
centers.