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# Content: Using a Frayer Model

## Purpose

The purpose of this tool for the field is to support educators’ use of a Frayer Model to help students understand important math concepts.

## Procedures

1. Read the material below in the section called, “Using a Frayer Model.”
2. Look carefully over the Frayer Model example, which defines and explains the concept, “rectangle.”
3. If you are currently working with students, identify one or two students whom you ask to make a Frayer Model for a math concept they recently learned. You may want to provide the students with some items to classify as either examples or non-examples. If you are not currently working with students, create your own Frayer Model for the concept “improper fraction.”
4. ## TAKE NOTES

2. Which of the four boxes was the most difficult to fill out? Why?
3. Were there any difficulties with the use of the model? If so, what were they?
4. In what situations would it make sense to suggest that a student create a Frayer Model?

## Using a Frayer Model

The Frayer Model was created by Dorothy Frayer at the University of Wisconsin. It is useful for helping students understand concepts in any subject. With the Frayer Model, the student or educator writes the name of a new concept in the center oval of a printed template. The student then fills out the other four sections of the template. These sections ask for information about the concept (its definition, facts or properties, examples, and non-examples). A paraprofessional or teacher can review a student’s template and identify any areas of misunderstanding. Often, in math, the most helpful section of the Frayer Model is the non-example section.

An illustration of a completed Frayer-Model template for the concept “rectangle” is shown below in Figure 1. Notice that any shape that meets every part of the definition would be considered a rectangle. However, the facts or properties may be true for other shapes in addition to rectangles. To make the best use of a Frayer Model, try to classify several borderline items. Borderline items might meet the definition but in an unconventional way, such as the square being a type of rectangle. Borderline items might also be ones that meet part, but not all of the definition, such as a parallelogram not being a rectangle. A parallelogram is a polygon and it does have four sides, but it does not have four right angles.

An illustration of a completed Frayer-Model template for the concept “rectangle” is shown below in Figure above

Here is a link to more information on the FRAYER MODEL where this blank version comes from. https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q2/p07/

Challenge yourself… with like items

To make the best use of a Frayer Model, try to classify several borderline items like a square and rectangle or parallelogram not being a rectangle….A parallelogram is a polygon and it does have four sides, but it does not have four right angles.

GROW Language around Math
With a Frayer Model, the focus is on a math concept, but notice how important the language of math is with this model. In this way, Frayer Models are helpful for building student math vocabulary while simultaneously helping students understand math concepts.

The Frayer Model is an example of a graphic organizer.

Look around the classrooms at your school. You will see many graphic organizers out and about. They help students learn reading, writing, spelling and  math concepts and vocabulary.

#### Module: Helping Students Do Math

• Unit 1: What is Math?
• Unit 2: Experiences with and Attitudes Toward Math
• Unit 3: Math Instruction: The Big Picture
• Unit 4: Learning from a Math Textbook
• Unit 5: Math and Technology
• Unit 6: Asking Questions That Help Students Think
• Unit 7: Problem Solving
• Unit 8: Math and the Common Core
• Unit 9: Number Sense (Math Facts, Memorization, and Practice)
• Unit 10: Visual Math
• Unit 11: Putting it All Together for Paraprofessionals
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