Fraction Strips: Concrete Tools for Conceptual Understanding

Ms. Sam’s grade 3/4 class at Federal Public School is on a mission to deepen their understanding of fractions. Building the fraction strips from scratch required productive struggle and revealed some misconceptions that needed to be addressed.

As students began by folding halves, fourths, eighths and twelfths, they started to notice the relationships between these folds, organically uncovering the concept of equivalent fractions. For some students, inaccurate folds or cuts resulted in strips that didn’t align with the whole. The need for a trial and error fostered growth mindset.

Seeing their peers grapple with the same challenges during some of the folds, students who may have previously given up, were motivated to continue trying. Students are proud of their creations and are exploring unprompted during their soft-start morning routine, giving educators opportunities for math conversations outside of the math block.

It is evident in the way that students are using and caring for their fraction strips, that constructing their own has had a positive impact on the way they view themselves as math learners. Ownership of their personal kit has inspired value and motivation in grade 3/4.

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