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To help clarify this dense tome, we've created a snapshot map of the Westeros and Essos, including characters and interesting information. We hope the map helps fans of the series get a better grasp of the world in a Game of Thrones and ASOIAF. Nic and I are sitting here trying to write an article on interactive whiteboards for a project called Learn 2 Teach.
This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. February 18, 2013 by Jerad Last week my goal was to teach a lesson on how to identify equivalent fractions.
Within my interactive projector software I located an interactive ruler, fraction pies and fraction bars. After the ten minutes was up I gave several students the opportunity to come and share their finding on the interactive projector.

The projector gave me the ability to make the fractions more visual and relevant to the students. Please download the latest version of the Google Chrome, Mozilla Firefox, Apple Safari, or Windows Internet Explorer browser. It's not uncommon to have to skip back a few pages, or refer to a map, to figure out what and where things are happening. As we are researching it, I thought I might add some links to the sites we have been looking at.
All of the students made the connection that the three fractions were the same yet had different numerators and denominators. But, one thing I always struggled with was how to make fractions more visual and relevant to the students. The goal was to create three equivalent fractions using the different tools and to get the students to recognize that they were the same.

This is when I was able to begin my lesson on fraction equivalency and how the fractions were equal. Often, fractions are only taught using pies and the students end up not making the connection to a ruler or other forms of fractions. I didn’t introduce the word equivalent or what it meant, I wanted them to come to their own conclusion and then introduce it. I then presented the fractions on the interactive projector and asked the students, “Are these fractions the same?” I gave the students ten minutes to work with a partner on answering this question.

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