##
* *Reflection: Lesson Planning
Building Fractions Using Units - Section 1: Mini Lesson

I chose to have the students do the whole, half, and fourths first because they are easily identifiable and easily connected to each other, as are the thirds and sixths. We discussed that folding in half is essentially doubling the number of equal pieces.

The folding of the thirds is a different skill from working from a half, so I am glad we did the thirds afterwards, as I had to help all of then with the fold. When you try this, be sure to leave time to show this kind of fold and have patience for the little hands of an 8 year old to perfect it.

I also realized during the lesson that having the poster organized the way I did helped the students more readily see the equal fractions because the fourths were not isolated from the halves and eighths by the thirds.

I also did not put in the fifths for this lesson for the same reason. It is not a benchmark fraction and I wanted this resource to be useful in the later lesson for comparing larger fractional pieces.

*Lesson Planning: Thirds and Sixths Last*

# Building Fractions Using Units

Lesson 2 of 13

## Objective: Students will be able to identify and represent unit fractions.

## Big Idea: Children need many opportunities to create and identify what is an equal part of a whole and be able to make meaning of that knowledge. This lesson is a springboard for the critical area of fractions.

*60 minutes*

#### Mini Lesson

*10 min*

Ask the children to turn and explain fractions to their partner using what they are learning. Be listening for students to explain that in order to be considered a fraction, the "piece" must be equal to all the others in the whole.

The turn and talk prepares students to articulate their thinking, and so I ask several students to share their thinking to the class using their own language.

Next, I show the students a strip of paper and tell them that we will consider this as our ONE WHOLE. This is such a huge concept for the students to understand. Don't skip talking about what a whole means. Using a context may help some students reason through this language. Food really is relevant to pretty much everybody - the only problem is that the pieces won't be precise units. But when it comes to dividing up "yummy" food, students understand the importance of "fair" or equal shares. And all fractions have to be "fair" or equal sized shares.

Now comes the fun! Give the students six strips of construction paper of different colors and ask them to choose one to be their WHOLE. Write the number 1 on the strip, as well as the word whole. Explain that you are creating a fraction strip poster. Glue the whole down at the top of the file folder. (I am using a file folder because I am having the students create a fraction resource kit. The outside of the folder will have number lines and other necessary references.)

Next, students fold a strip in half. Using fractional words, I support students in explaining that they just created a fraction. Work with them to name it using the vocabulary of a numerator and denominator. Don't forget to write the words "half".

Glue this down on the poster under the whole. **Be sure to focus the students on lining the strips up so they are even. **Some students might need a line on the left hand side to guide them in lining their pieces up evenly.

Repeat this demonstration by folding and naming the fourths with numbers and words with another strip.

Explain to the students that they will now move to their work spaces and fold and name eighths, thirds, and sixths on their own.

*expand content*

#### Active Engagement

*30 min*

As the students work to fold and name sections of their strips, move around and confer with them. Watch for misconceptions and inaccurate folds.

This student is working to create fourths with his strip and figuring out why folding halves in half makes fourths.

A response comes from across the room from a student that is also trying to find the words to makes sense of fourths from halves.

After the students fold and name their fraction strips, they arrange them with the whole on the top, halves, fourths, eighths, thirds, and sixths.

*How can we use halves to help make fourths?*

*What is the relationship between halves, fourths, and eighths? Do you see a pattern?*

*Do you see a pattern in the thirds and sixths?*

*If we used 3 of the eighths, what would be the name?* (This question is an extension of the objective and orients the students to their work in the coming days.)

Continue with questions that probe student understanding of the fractional units represented in the fraction strips. This portion of the lesson is the springboard for understanding, modeling, and eventually visualizing unit fractions, and larger fractions made from those units. This is critical. It is also a perfect time to make sure all of the students have correctly named their strips.

*expand content*

#### Close

*10 min*

At the end of the lesson, students share their posters with each other. This is intended to be an interactive experience, not just a report out, so I have the students compare the work with one another and revise as needed.

Then, I rephrase the objective of the lesson to prepare them for tomorrow's lesson, where they will become the teachers and create a training video for others.

*expand content*

#### Home Practice

*10 min*

As a home practice piece and in order to prepare for the next lesson, give the students the following blank fraction strip poster.

Have them label each unit piece with the corresponding number and words.

Then, ask them to write out their ideas for their training video the next day. Explain to them that their video will teach other students how to create their own fraction strip poster and how and why each piece has the name it does.

#### Resources

*expand content*

Thank you for commenting Susan! I really think the more students can put their "hands on" math, the more it becomes relevant and meaningful. I hope you have a wonderful year with your kiddos!

| one year ago | Reply

I like that you designed this lesson to have students create their own fraction strips. I think it will work well for my hands-on learners!

| one year ago | Reply##### Similar Lessons

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- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities

- LESSON 1: Making Meaning of Math Tools
- LESSON 2: Building Fractions Using Units
- LESSON 3: How to Create a Fraction Strip Poster: A Performance Assessment of Vocabulary
- LESSON 4: All Fractions Are Not Created Equal
- LESSON 5: That's Not Fair! Fractions of a Region Part 1
- LESSON 6: How Do I Share This? Fractions of a Region Part 2
- LESSON 7: And the Oscar Goes To….
- LESSON 8: Add 'Em Up
- LESSON 9: I Want Some Candy! A Journaling Assessment
- LESSON 10: Size Matters: A Journal Activity
- LESSON 11: What Is the Whole
- LESSON 12: Fractions of a Set
- LESSON 13: Find the Fraction of This Set "Smartie"