simplified form: 5th Grade 🌐 Ver en Español
Number and Operations
Numbers and Basic Operations
Vertical Alignment
TEKS:
| 4th | 4.2(G), 4.3(C), 4.3(G) |
| 5th | 5.3(H), 5.3(K), 5.4(A) |
| 6th | 6.2(E), 6.3(A), 6.3(B), 6.3(E) |
| 7th | 7.3(A), 7.3(B) |
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- Visual
- Word wall visual
- Lesson Plan
- Lesson Materials
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Teacher guide
Leveled reading passages
Structured Conversation Questions
Observational
What is the simplified form?
The simplified form is...Relational
How is a simplified form fraction related to an equivalent fraction?
A simplified form fraction is related to an equivalent fraction because...Inferential
Why do you think we simplify fractions when we do math problems?
We simplify fractions when we do math problems because...
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Students might notice in this visual:
- The numerators and denominators get smaller in the simplified form.
- The fractions have different numbers but the same shaded value.
- The visual uses factors to reduce the fraction.
- There are models showing equivalent amounts with different fractions.
- Each fraction bar represents the same part of a whole but is divided into different numbers of parts.
EXTENDING THE DISCUSSION
After the observational question, randomly call on one or more students to share what they or their partner answered. Then ask the class, “Did anyone notice…?” using the suggestions above or anything else you’ve noticed.
After the observational question, randomly call on one or more students to share what they or their partner answered. Then ask the class, “Did anyone notice…?” using the suggestions above or anything else you’ve noticed.
Students might wonder:
- Why do we need to simplify fractions?
- How do I know which factors to use to simplify?
- Is there always one single simplified form?
- Can every fraction be simplified?
- What happens if I don’t simplify a fraction?
EXTENDING THE DISCUSSION
After students have shared what they notice, ask the class, “Did anyone wonder…?” using the suggestions above or anything else you might think is interesting or relevant to the lesson.
After students have shared what they notice, ask the class, “Did anyone wonder…?” using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Example student responses
To the observational question, What is the simplified form?
LOW-LEVEL
The simplified form is the smallest fraction.
HIGH-LEVEL
The simplified form is the version of a fraction that has the smallest numerator and denominator possible while still showing the same value.
RESPONDING TO RESPONSES
Emphasize and celebrate each student’s use of the key vocabulary to support a culture of “no wrong answers.”
Emphasize and celebrate each student’s use of the key vocabulary to support a culture of “no wrong answers.”
