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DIY Tangrams Printable with Lesson Plans

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Teaching in my Right Mind
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Grade Levels
2nd - 5th
Standards
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Teaching in my Right Mind
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Description

Did you know you should familiarize your students with your math manipulatives just like you would your supply bins or other classroom routines? Students who might already have a poor relationship with math need to build positive connections with manipulatives. By using manipulatives in a creative, playful way at the beginning of the year, you are setting your students up for success down the road. The next time you take out your manipulatives for math-related purposes, your students will be prepared to have fun, not feel defeated.

This resource includes two styles of printable tangrams (one blank and one with the fractions labeled). It also includes two lesson descriptions: one to use as a beginning of the year introduction to manipulatives, and another designed for 4th grade students to use once you've taught equivalent fractions.

I hope you enjoy this product! As always, email me at teachinginmyrightmind@gmail.com if you have any questions or concerns.

xoxo,

Kelsey

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Standards

to see state-specific standards (only available in the US).
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.
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Understand a fraction 𝘢/𝘣 with 𝘢 > 1 as a sum of fractions 1/𝘣.
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

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