Reflection: Flexibility What Fraction of the Section Does Each Person Own? - Section 3: Group Work


In this lesson I was surprised at which students were able to create equal-sized pieces and which students struggled.  The students who figured out a strategy quickly were students who have typically struggled in my class.  I had these students share and explain their work during the closure.

Section 18:

Many students struggled to initially break up Section 18.  I counted up the 8 different land owners and asked whether each owner owned 1/8 of the section.  Students were able to express that the different pieces were not the same size, so each section did not represent 1/8 of the section.  Then, I had students return to the do now to see what strategies they could use.  Other students were able to recognize that the Lapp family owned ¼ of section 18 and that the Bouck and Fuentes family owned 1/16 of the section.  They then had to find another strategy to figure out the other landowners.

32nds:Unit 4.2 Section 18 Horizontal 32nds.jpg Unit 4.2 Section 18 Vertical and Horizontal 32nds.jpg

One strategy included splitting section 18 into 32 equal-sized pieces.  Some students had 32nds that were all horizontal, which other students had 32 equal-sized pieces but some were vertical and some were horizontal.

64ths:Unit 4.2 Section 18 64ths.jpg

Other students split the sections into 64 equal pieces.  When students presented this strategy I asked other students whether the correct answer was 64ths or 32nds.  Students were able to see that 8/32 and 16/32 were equivalent.

Section 19:

Unit 4.2 Section 19 Part 1.MOV

Unit 4.2 Section 19 Part 2.MOV

At first, this particular student started to create horizontal 32nds to Section 19.  When I came back to her, she was able to see that her partner’s strategy of creating 16ths wasn’t working because of the boundary between Burg and Walker.  She decided to split up the pieces even further.  By the end of class she had split Section 19 into 64 equal pieces.

Another student experienced the same difficulty with the Burg and Walker boundary.  Her strategy was to create a four vertical 32nds around the boundary.  Unit 4.2 Section 19 Vertical and Horizontal 32nds.jpg  She was able to show me that she first drew in the horizontal lines and then erased them to create the vertical pieces.  She was also able to show me how the vertical pieces were equivalent to the horizontal pieces.

  Flexibility: Creating Equal-Sized Pieces
Loading resource...

What Fraction of the Section Does Each Person Own?

Unit 4: Fraction Operations
Lesson 3 of 19

Objective: SWBAT: • Determine fractions that represent portions of land • Develop strategies for combining fractions

Big Idea: What fraction of the section of land does each person own? Students use an area model of farmland to determine how much land each person owns.

  Print Lesson
21 teachers like this lesson
Math, Fractions, Number Sense and Operations, equivalent fractions, 6th grade, master teacher project, adding fractions
  60 minutes
unit 4 2 image
Similar Lessons
Adding and Subtracting with Fractions
6th Grade Math » Number Sense
Big Idea: Using common denominators with fractions will help the students learn to divide fractions.
Plainfield, IL
Environment: Suburban
Michelle Schade
Recalling Prior Knowledge of Adding and Subtracting Fractions
5th Grade Math » Adding and Subtracting Fractions with Unlike Denominators
Big Idea: The denominator represents the WHOLE and the numerator represents the BITS/PIECES so in order to add fractions we need to have the same denominator.
Seattle, WA
Environment: Urban
James Ewing
Why Fractions
5th Grade Math » Adding and Subtracting Fractions
Big Idea: I guess she’s not crazy after all!
Grand Rapids, MI
Environment: Urban
Erin Doughty
Something went wrong. See details for more info
Nothing to upload