there really isn't such a resource, mainly because people still think that what works for them will work for everyone.

Here's a sample from the fractions sequence we worked out for 6th graders who are 2 years behind. They "got" it and stayed really engaged. We id'd around 15 key concepts and designed multiple activities to ensure mastery of each, changing up learning styles...

Divide something into equal parts. Each equal part is a fraction of the whole. Name each part as a fraction of the whole. Identify how many parts make one whole (4/4’s = 1)

• Have 3 students stand

• What fraction is wearing tennis shoes? Sweaters? What other fractions can you use to describe the group?

• Ask whether there’s a way to divide the group in half.

• Add another student and get them to name the two halves as half and 2/4.

• Have all students use 3 color tiles to build a shape that’s 1/3 blue, 1/3 red, 1/3 green

• Have them do the same fractions with more tiles.

• Have students bring examples to the document camera. Emphasize, “You’re saying there’s a third, but I see 6 pieces? Where is the one? Where is the three?”

• Sometimes fractions aren’t isolated—it’s spaces or areas, so let’s look at a number line.

• Model making a line with 6 parts. Use tiles to mark off the line. Make sure the line extends past 0 and past 1 to plant the connection with rational numbers.

• How many parts are there? How can we name these parts? Mark 0, 1/6, have students work with you to label up to 6/6. Ask for another name for 6/6.

• Have them make a number line about fifths on whiteboards and use different strategies—not using a tile for evenness this time. Talk about the methods they used and which method is more accurate.

• Have them mark 2/5 with their fingers. Then ask them to move their fingers so that their line segment doesn’t start at zero and show 3/5. Emphasize that we don’t count the marker lines but the parts.

Assessment: make a number line about 8ths and label the parts. Also, label a segment that doesn’t start at 0 that equals 3/8.