Lesson: Fractions: Parts of Whole (ONE)
SWBAT identify fractions as parts of a whole (ONE)
Materials Needed: DN Worksheet, white board, dry erase markers, pencils, scrap paper for DN,
Vocabulary: whole (or ONE or unit), denominator, and numerator.
Do Now (2 -3 min): On the board the teacher writes the following: List three ways fraction are used outside of your math class. The students have 1 minute to answer on a sheet of lined paper.
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and then says, “Today, we are beginning a new unit. We will be learning about fractions. By the end of this lesson, you will be able to identify fractions as parts of a whole (ONE).”
Direct Instruction (10 min): Teacher begins by writing several fractions on the board and reminds students of these basic aspects of fraction notation:
• A fraction is always a fraction of something – for example, ½ of an orange, 2/3 of a rectangular region, 3/5 of a mile, ¼ of the marbles in a bag. We refer to this “something” as the whole, or ONE; for measures and counts it is considered the unit.
• The parts into which the whole is divided must be the same size – “fair shares.”
• Students are familiar with the fraction notation ¼. Mention that fractions can also be written with a slash: a/b.
• The number below the fraction bar is called the denominator of the fraction. The denominator names the number of equal parts into which the whole is divided.
• The number above the fraction bar is called the numerator of the fraction. The numerator names the number of parts under consideration. For example, in the statement “Emily ate 2/3 of the pizza” The pizza is the _____________[whole]. The fraction 2/3 tells us that the pizza was divided into _____ equal parts, and Sue ate ______ of them.
The teacher then quickly quizzes students on numerator, denominator and the following problem.
Ms. Boat ate 3/5 of the pizza?
What is the whole?_________________[Pizza]
The pizza was divided into how many equal pieces?______________
How many pieces did Ms. Boat eat?________________.
Guided Practice (10 min): The students handed the GP worksheet. The teacher should complete the first problem with the students to ensure understanding and then circulate the room to assist students.
Independent (10 min): The teacher then calls the students attention toward him/her. She announces that they are going to review the answers to the GP worksheet before beginning IND Work. The teacher also completes the first problem of the IND work with the students.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
|IND parts of a whole Classwork|
|GP what portion is shaded Classwork|