I have taught upper grades for a long time.  In all of that time, I am ashamed to admit that I have never taught multiplying fractions using a model <runs and hides in shame>.  The algorithm just makes sense to me, so that is what I have always taught. Well, the people who wrote the CCSS and SBAC think differently, so I am learning to adapt my craft this year and include far more models into my teaching. Now, if you have been reading my blog for a bit, you know that this "using models" thing isn't always the easiest thing for me (re: multiplying decimals...remember that fiasco??!) but I am getting more and more adept at it, and I think I am getting into the patterns of it all! So this week, when we were learning about multiplying fractions, I actually STARTED with the model.  I know....shocking. I started with multiplying whole numbers by fractions.  I taught the kids that if you have 3 x 1/5, that means that you have 1/5 three different times.  Ju......

Nothing mind blowing today.  We went back to school after a 3 week break and spent a lot of time reviewing.   It is amazing how much knowledge can leak out of a brain after 3 weeks of vacation.  Anyway, we set out to tackle fractions....simplifying fractions to be specific.  I thought I would share with you the little "trick" I use to teach the kids how to do it.  You see, when *I* was in school, the teacher just said to find the number that they both had in common and divide.  If it could be divided again, do it again.  So I was stuck with dividing my fraction by 2/2 several times before it was as reduced as possible (oh yeah, they called it reducing back then too) Now, I am pretty good at math (which, incidentally, is why I REALLY, REALLY hate teaching math...I was good at it and can't understand why *they* aren't....)  And even with me being pretty good at it, I spent a great deal of time as a youngster trying to find the perfect numbe......

My students, for whatever reason, are having the hardest time converting fractions to decimals and visa versa.  We have gone over the concept.  I have taught them the algorithms.  The kids have had plenty of hands on exposure to it.  However, they just aren't grasping the idea that 3/4 = 0.75 ALWAYS.  Even if it is paired with a whole number.  2 3/4 = 2.75, not 2.34. So I am at my wits end.  With The TEST looming, I just need them to know the basic conversions.  So I am reverting to plain old memorization.  Yes, you read that right.  Memorization.  So I won't get teacher of the year for it...eh.  It is my mission....the ARE going to know those conversions. My first plan of attack was to create a foldable of all the most common fraction/decimal/percents conversions they will encounter. This paper is folded into thirds.  I then had the students cut 5 slits on the top. When the first flap was opened, the students ......