##
* *Reflection: Pacing
What Is the Whole - Section 3: Sharing and Close

As the children were sharing and explaining, one of the students said, "I wish there was a word for this…I can't really explain what it is to break this up."

You can imagine my pride and excitement! I then put up a copy of his model and wrote common denominator. I then led the children through what each word meant separately, starting with denominator, which they knew. Surprisingly, many did not know what "common" meant until I used it in many sentences.

Once they had an understanding of the words alone, I asked them to discuss with their tables what the term could mean and how it could be used to help this student.

This child is giving it a try. He is doing a great job. My next step with him will be to show him what the lowest common denominator (triangles in this example) is and how knowing that can be helpful.

This student is expressing her understanding of common denominators with a trapezoid and a triangle.

It is so much fun, and really critical to notice teachable moments like this, even if they take you far beyond the task at hand. I know the children will need to learn common denominators in the coming grades. Mentioning them because they actually had a reason for it and asked is the best part of today's lesson.

*Common Denominator? Really?*

*Pacing: Common Denominator? Really?*

# What Is the Whole

Lesson 11 of 13

## Objective: Students will be able to create, name, and write fractions to build wholes in different ways.

## Big Idea: The Common Core defines understanding of fractions as a 3rd grade Critical Area, beginning with unit fractions. It's time to grow our understanding.

*40 minutes*

#### Warm Up

*10 min*

To engage the students, I put a trapezoid on the board and ask the children to use the pattern blocks to show their partner as many ways to make that shape as they can think of.

After a minute, I ask partnerships to share their strategies and models.

I then place a hexagon on the board and ask them to predict how many ways they could build it. We also discuss the term "congruent" as meaning identical, as this word is about to be used in the prompt.

*expand content*

#### Active Engagement

*20 min*

I prompt the students to create "hexagons" using any pattern block other than the hexagon itself. They set about building a hexagon shape using various "same" blocks to represent the hexagon. Next, they are to label the fractional parts of their hexagon and write about their strategies of labeling and building.

The idea of this lesson is to have students work with fractional parts of a whole, moving on from and building upon the use of unit fractions. This may seem easy, but as you watch these videos, you will see that the students struggle with the naming of the fractional pieces.

This student is working to explain how she used 2/3 and 2/6 to create the whole. She also needed some prompting in why that worked.

Notice this student. He names the trapezoid 1/3 because he sees three shapes. This is a huge misconception because a fraction's name only comes from its equal sized partitions.

This girl has been struggling with this unit and her explanation in this clip made me very happy, as she is now understanding the relationship between the unit fractions.

*expand content*

#### Sharing and Close

*10 min*

To close, several students share their favorite solution at the board. Children are required to add any solution they did not already have to their journal pages.

As the children share, I ask them to explain how they decided to try a strategy and how they labeled the fractional amount of their pattern blocks.

The building of the hexagon was very easy for the children, but labeling each piece was pretty tricky and explaining it was even tougher. This is an activity that will require more than one day of experience.

*expand content*

*Responding to Lizzy Crowell*

I am so glad to hear it! What, specifically, help you?

| 11 months ago | Reply

Thank you Andee. The students loved using the manipulatives and it made all the difference in their conceptual understanding. I am glad you enjoyed it:)

| one year ago | Reply*expand comments*

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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"