Lesson: More Fractions Fundamental
Students will understand what a "denominator" means.
Give each student an index card for the Do Now
- Tell students to fold their index cards into equal parts.
- Discuss the Do Now by asking how many equal parts did you fold your paper into
- State today's objective.
- Get several sheets of colored construction paper and do the following demonstration for your students.
- Take one color and leave it whole.
- Tape it to the chalkboard and write the number 1 on it.
- Take the next color, carefully fold it in two pieces and cut them apart. Ask the students how many pieces you now have. Allow for student to respond 2.
- Hold up one of them and explain that there are actually two pieces, but you are holding up only 1 piece.
- Write1/2 on one piece of paper and tape it to the chalkboard.
- Now get a third sheet of paper and fold and cut it into four pieces.
- Ask the students how many pieces you now have. Allow student to respond 4
- Hold up one of them and explain that there are actually four pieces, but you are holding up only 1 piece.
- Write 1/4 on the paper and tape it to the chalkboard.
- Continue to do this, making 8 pieces and then 16. When one each of all of the papers is on the chalkboard, ask students if they can see a pattern.
- Question students to help them see that each time there is only one piece--hence the number on the top of the fraction is the same each time--and that the pieces get smaller as the number gets bigger.
- Introduce the term numerator and denominator by telling students the following: that the number on the bottom--denominator--tells how many pieces there are and that the more pieces you cut something into, the smaller each piece will become.
- Distribute and explain Independent Practice sheet.
- Allow time for students to complete the practice sheet.
Tell students to fold into 10th. Then 20th. Which was smallest? Tenths or 20th?
- Record your answer to the independent practice into Math Journals.
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