Fractions

Objectives

• Students will learn to use concrete materials to model numbers and number relationships for whole numbers and fractions.
• Students will be able to recognize the difference between whole, half, and quarter divisions of different items
• Students should recognize that:
  • all of these fractions are less than 1
  • the larger the number in the bottom of the fraction (denominator) are smaller fractions
  • there are different combinations that can be used to achieve the same value (ie. 2 times1/4 = 1/2 )

Kit Contents

• Red Program Folder

• Books (in kit)
  • Adler, David A. Fraction Fun

• Equipment (in kit)
  • 1 Fraction Tower Activity Set
    • 51 Interlocking Fraction Cubes
    • 12 Double-sided Activity Cards
    • Fraction Tower Base
    • Activity Guide
  • 30 Fractions Match Up Puzzle Cards
  • 1 Building Fractions Magnetic Board
    • 102 Magnetic fraction pieces
    • 12” x 12” Magnetic Board
    • Activity Guide
  • 5 Color Wheels
  • 1 Auntie Pasta’s Fraction Game
  • Game Board
  • 16 Fraction Pizzas
  • 4 Delivery Box Pieces
  • Spinner

Lesson

• Introduction
  • What is a WHOLE number? The number used to count objects.
  • What is a FRACTION? It is a part of something.
  • When do we use WHOLE NUMBERS? (Counting number of people, objects in a room.)
  • When do we use FRACTIONS? (Dividing an object such as an orange, or dividing a group of things such as 6 cookies between 3 children.)
  • Read, the book, Adler, David A. FRACTION FUN

• Program
  • Using the MATCH UP PUZZLE (several options)
  • Students can use the fraction puzzles to match up the filled in portions of a circle with the numerical fraction representation.
  • Two or more people could play a variety of “Go Fish” in which each player receives a hand of five pieces. The pieces would be a mix of pictured and numeric fractions and the players would ask each other to find pairs. For example, person A asks person B for a fraction. If person B doesn’t have the match, then person A must draw an additional “card”. If person B does have the match, the fraction is given and the two puzzle pieces are put together and person A keeps the pair. If the fraction given does not match, whichever player made the mistake loses a turn. Once all the pieces are paired, the player with the most pairs wins the game.
  • Two people can use the puzzles as flashcards. The tester could either keep the pieces together and hold his/her hand over one set of fractions and the student says what the fraction is, then the tester can remove his/her hand in order to check. This method would work best for two friends both learning to recognize fractions. If the tester is more comfortable with fractions, the pieces can be separated and if the student makes a mistake, the tester can correct that. In this way, both numerical and pictured fractions can be tested mixed together. As a test, the cards can be used similar to the flash cards in which the tester shows the card and then student writes down the corresponding pictured or numerical fraction.
  • Using FRACTION MAGNETS (several options)
    • In the Fraction Board Pamphlet, there is a list of vocabulary words with explanations of the more complicated words. These words should be used with your student in order to introduce him/her to the words. They should be used in conjunction with the more common words (ex. What number is on the bottom, in the denominator?)
    • Challenge your student to construct as many different combinations of fraction pieces in order to come up with one whole (may be easiest shown with the circle magnets. If your student is more advanced, work with him/her to prove numerically that it adds up to one whole. For example if you have four 1/12 pieces, two 1/6 pieces, and one 1/3 piece, it could be written as 4/12, 2/6, 1/3 which then changes to 4/12, 4/12, 4/12 which when added together becomes 12/12 or 1.
    • A game that could be played with multiple people could be to put all the pieces in a bucket and shake them up. Have each player pick out an equal number of pieces. Challenge the players to form as many whole circles as possible given the pieces he/she has.
    • Once your student is comfortable with the fraction wedges, run similar challenges with the bar pieces. Those may be more difficult for the student to visualize what the “whole” is because they form a straight line. The ability to understand the fractions themselves and not just forming circles will be much more apparent as a result.
    • AUNTIE PASTA’S FRACTION GAME(First you might want to explain the play on words for the Italian Antipasto which is an appetizer, thus it has added humor rather than calling it Auntie’s Pizza game although pizza is what is featured on the board.)
    • Follow the instructions for 2-4 players as included in the game box.
      

 

Kit Topics | Families Counts