Lesson: Properties lesson 14
Lesson Objective
Lesson Plan
Edward Brooke Charter School
I. Curriculum Standards
Identify and represent common fractions (unit fractions up through 1/12) as parts of wholes, parts of groups. Place halves and quarters on the number line. [M.2.8]
II. The Point
How do mathematicians name equal parts of a group?
III. Materials Needed
Copies of 2.10.14 Problem Solving Task
Optional: Enlarged Problem Solving Task
Counters
Math Journals/ Glue Sticks
IV. Lesson Outline
Time: 60 Minutes
5 min. – Understanding the point and the problemsolving task
5 min. – Independent problemsolving
25 min. – WholeClass Discussion/Practice/ Summary
15 min. – Slate Math
10 min. – Flexible: Mental Math/ Organizing and Interpreting Data
V. Learning Activities
1. Understanding “the point” and the problemsolving task (5 min.)
Distribute a Problem Solving Task slip to each student.
Students try to read and understand the task independently.
2. Independent problemsolving (10 min.)
Students record their answers on slates.
3. WholeClass Discussion/Practice/Summary (30 min.)
PART I – WholeClass Discussion
The Big Ideas:
ü Mathematicians use the same notation to write fractions that name equal parts of a group (collection of objects.)

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ü A fraction always represents a fractional part of a whole.
ü In today’s lesson, the whole is a group of things – a collection of pennies.
ü Fractional parts have names that tell how many parts of that size are needed to make the whole. (Thirds require three parts of that size/amount to make a whole.)
Possible Discussion:
 Students share and discuss their responses to the problem.
 Some students may notice that three sixths can also be described as half of the pennies. It is less likely, but possible that a student will suggest calling two sixths 1/3 of the whole set. (You might choose to add this option to column 2 on the classroom display – “Each person will get of the pennies.”
 After students discuss Part a and Part b for each of the three examples, ask the question in the third column of the sample classroom display, “What is ___ of ____?”
 How is the whole in today’s task different from the whole in the past two tasks? (the strips of paper and the pie)
[the pennies are a group of things rather than 1 object/shape.]
 We can divide up objects into equal groups in order to share them equally.
To share the set of pennies between 3 people, we had to group them into 3 equal groups. Each group has 2 pennies.
Therefore, we can say:
Each person gets 2 pennies.
Each person gets two sixths of the pennies.
Each person gets of the pennies (1 out of 3 equal groups.)

PART II  PRACTICE
Display various quantities of counters on the board or overhead.
Ask students to identify and represent fractional shares of counters.
Examples:
Place 9 red counters and 3 blue counters on your desk.
What fraction of the counters are red?
What fraction of the counters are blue?
Now place 12 counters that are all the same color on your desk.
If 3 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 4 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 6 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 2 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 12 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
PART III – SUMMARY
ü Stop and have students look back at the question that is The Point of today’s lesson.
How do mathematicians name equal parts of a group?
ü Students work together with teacher to compose a statement that answers The Point’s question.
4. Slate Math (15 min.)
Plan slate math based on student needs.
5. Mental Math/Data (10 min.)
Students participate in a Mental Math or Data Collecting/Interpreting session.
Lesson Resources
2.10.14.doc 
36

2.10.14 Problem Solving Task.doc 
53

2.10.14 Enlarged Task.doc 
52
