Materials: Two-color counters two color counters activity.docx
Fraction- A number that names a part of a whole or a part of a group.
Students love belonging to a group. Even more, students love getting their equal share, or playing their equal role when it relates to a part of a group! I tell students that today we will be exploring how to read and write fractions that name part of a group.
Connection: I bring cookies and have them setting on a table in front of me.
I ask students, "What would happen if you have three cookies and want to share them equally with two friends? What fraction of the group do you each get?" (We would get one third.) Can anyone tell me how you know if a group is made up of equal parts? Check to see if the parts are the same size.
In this lesson I want my students to understand how to correctly write a fraction without inverting the numerator and the denominator. I remind students of our previous lesson, and I tell them that the bottom number names the total number of equal parts that make up the group. The top number is the number of those equal parts that they are counting.
Ask and Discuss:
I draw five circles on the board, and shade in 4 of them.
What is a fraction? Most students will say that a fraction is a number that names part of a whole. I need them to understand that a fraction can also name part of a group. I model how to use the two-color counters to model a problem. As I model, I ask students to tell me what I was asked to find. The fraction that names the part of the group that is shaded. I guide students through by counting the number of counters in all and the number of shaded counters. What does the shaded number represent? What does the total number of counters represent? I discuss how to write 4 out of 5 as a fraction. I ask students to read the fraction for me? ( Four fifths) I repeat this using additional fractions until students are able to discuss and explain how to read and write fractions that name part of a whole. MP4- Model with math.
*Students share the cookies after we have visually demonstrated multiple problems.
MP.4. Model with mathematics.
MP.7. Look for and make use of structure
In this portion of the lesson, I want my students to have additional time working with fractions. I want them to work together to better understand the difference in writing and reading fractions that name a part of a whole. I also want them to be able to read and write fractions that name a part of a group. Although the concept is somewhat familiar my students always forget that the shaded part names the amount being discussed or used. (When using visual models, some students wrongfully focus on the amount that is left.) Students need plenty of practice working with new concepts because it helps them discover and understand how to explain and solve better.
Before students began their group activity, I want to discuss key concepts that are essential for them to become fluent in reading and writing fractions that name part of a group. I ask students what they need to know in order to write a fraction that names part of a group. We need to know the number of items in the group or the number of groups, and the number of parts being counted. I ask if someone can tell me how to find the bottom number of a fraction? Response should be: I can count the number of equal parts that make up the group or the number of equal groups. What is the bottom number called? It is called the denominator. How do you find the top number of a fraction? I can find the top number of equal parts that I am counting.
Math Talk: Problem 1.docx
Can anyone explain how to solve the problem?
Students’ explanation: Count the number of counters in the set to find the bottom number of the fraction. Then, count the number of counters that are shaded to find the top number of the fraction.
I provide two-color counters for struggling students to help them develop a conceptual understanding of reading and writing fractions that name part of a group. I give students about 20 minutes or so to discuss and solve their problems in their assigned groups. As students are working, I circle the room to reinforce how to identify the numerator and the denominator of a fraction. I use student responses to determine if additional time should be spent on reviewing this objective. I ask student volunteers to share out with the rest of the groups. Students eagerly raise their hands to volunteer what they know!
MP7- Look for and make use of structure.
Materials: students independent work.docx
In this portion of the lesson, I ask students to move back into their assigned seat. I tell students that they will be exploring a bit on their own to show me what they have learned so far. Students seem excited and eager to show what they know! I distribute two-color counters to students who are having a hard time understanding how to read and write fractions that name part of a group. I point out that they should use the counters to create a visual representation of the problem to help them better understand the steps we discussed in the group activity. I give students about 15 minutes to complete their independent assignment. As students are working, I circle the room to probe students and see what they are thinking. I take notes and plan to use the notes to determine if additional practice should be granted on reading and writing fractions that name a part of a group.
What do you need to know to write a fraction that names part of a group?
How do you find the bottom number of the fraction?
What is the bottom number called?
How do you know? Explain?
How do you find the top number of a fraction?
What is the top number called?
Can you explain how you solve your problem?