Lesson: Fractions: Match Visual Representation to Part

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Lesson Objective

SWBAT match model versions of fractions to numerical versions of fractions.

Lesson Plan

Materials Needed: hexagon pattern block, 2 trapezoid pattern blocks, DN Worksheet, white board, dry erase markers, pencils, construction paper, scissors, ziplock bags, markers, GP_fraction tiles, GP_Quiz Worksheet, and IND Worksheet 
Vocabulary: whole (or ONE or unit), denominator, and numerator.
Do Now (2 -3 min): One the board the teacher has 2 circles; 1 circle is divided into 4 parts with 1 part shaded. The other circle is divided into 3 parts with 2 parts shaded. The students are asked to complete the DN Worksheet from the graphics on the board.
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and then displays a hexagon pattern block for the class to see. The teacher says that this block represents ONE. Next the teacher displays 1 trapezoid and asks the students what it is worth, or what fractional part of the hexagon it is. [½] The teacher then displays 2 trapezoids and asks what they are worth [2/2 or 1]. The teacher then states the objective “Yesterday, we reviewed how to identify fractions as parts of a whole. Today, we going to make model versions of fractions. By the end of this lesson, you will be able match model of fractions to numerical version of fractions.”
Direct Instruction (10 min): Teacher begins by reviewing the vocabulary needed for to understand fractions. 
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 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. 
The teacher then writes the following fractions on the board:1/12, 1/10, 1/8, 1/5, 1/4, 1/3, ½,  The teacher then displays a model of the fraction for each. The models should cut from a circle so the students can see the relation between each fractional part. 
Guided Practice (10 min): The students are going to be making their own model of fractions. The teacher should copy the GP_fraction_tiles file onto colored paper for each student. The students will then make a model fraction for 1/12, 1/10, 1/8, 1/5, 1/4, 1/3, ½. The students should then partner up and take turns matching the visual cuts outs to the numerical fractions using the GP_Quiz Worksheet. The students should keep their model fractions in a zip lock bag, so that they can be used for the next day’s lesson.
Independent (10 min):  The teacher then calls the students attention toward him/her before beginning IND Work. The teacher should complete 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.

Lesson Resources

IND what portion is shaded   Classwork
GP Quiz Worksheet   Classwork
GP fraction tiles   Classwork
DN Lesson 2   Starter / Do Now


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