Review of Basic Fraction Concepts
January 23rd, 2008
Lesson Rationale: To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions.
Understanding these concepts will help students move on to new and more complex ideas regarding fractions.
PA Standards: 2.1.4
Anticipatory Set: Hold up beaded necklace for class to see. Tell students the necklace represents the whole or
“ONE”. Tell students how many beads are on the necklace (29). Explain that each bead on the necklace is one part
of the whole or 1/29. Point to different amounts of beads and ask students what fractional part of the whole they are. 4/29, 18/29, etc.
Materials: Math Journal 2 pg. 189-191
Student Reference Book pg. 41
Pattern blocks
Necklace made up of equal sized beads
Ruler
Flashcards –on one side, draw a circle divided up into parts, with
a fraction of the parts shaded. On the other side, write the fraction of shaded parts to the whole
|
Objective |
Procedure |
Assessment |
|
Review
fractions as parts of whole (ONE) |
-Explain
that fractions are always a fraction of something, for example ¾ of an inch, ½ cup, 1/29 of a necklace |
This
would have been done during the anticipatory set when the students are asked what fractional part a certain amount of beads
are to the whole necklace. |
|
Review
that all parts of fractions must be equal |
-Hold
up necklace and tell students that all of the beads are equal
-Ask
class the best way to divide up a giant pizza to ensure that everyone would be happy |
-Hear the students’ answers to the pizza question. (example answer: everyone would have an equal slice) |
|
Review
uses of fractions
|
-Share
one use with students, for example: height (5’7 ¾’’)
-Have
students discuss in small groups some ways fractions are used outside of math class
-Turn
to page 41 in SRB for some more examples |
-Have
one student from each group share
|
|
Objectives |
Procedure |
Assessment |
|
Review
terms, numerator and denominator |
-Ask
class how they would define numerator and denominator
-(Denominator
names the number of equal parts the whole is divided into and the numerator tells the number of parts of the whole that are
being counted)
-Tell
class that fractions are another way of writing division problems (1/4 = 1divided by 4) |
-Whole
group discussion on definitions |
|
Students
will understand how to use pattern blocks to determine fractional parts of a whole |
-Students
turn to page 189 in Math Journal while pattern blocks are distributed.
-#1 is
done as a model for the class, draw students’ attention to the “whole” box
-Students
get into pairs and complete the problems on pages 189-190. |
-Go over
the problems assigned, discuss answers
|
|
Review
fractional parts of number lines |
- In
Math Journal, do #9 and #10 as a class, then assign #11-14 to do independently |
-Go over
as class, being sure to mention that numbers such as 2 ½ are called mixed numbers (a whole number followed by a fraction)
|
Adaptations: Students having difficulty understanding how fractional parts make up a whole may use the homemade
flashcards to assist them. Students who need enrichment activities may be given rulers to construct their own equilateral
triangles on paper. They will cut their triangles out and divide it into 2 equal parts, then 3 equal parts.
Assignment: Study Link 7.1
Name:
_____________________
Word Fractions
Solve
each word puzzle.
1.
½ of TIME is the opposite of you. ________________
2.
3/5 of SHAPE is a type of monkey. _______________
3.
5/9 of VEGETABLE is what you eat your dinner on. _________________
4.
4/9 of CHOCOLATE is an antonym for early. ____________________
5.
2/3 of PLANES is what you must stay in on a highway. _____________
6.
½ of TURKEY is what you use to open a locked door. _________________
7.
4/5 of SEVEN is what 2, 4, 66, and 100 are. __________________
8.
4/8 or ½ of TOMATOES is what are on your feet. _________________
9.
3/5 of THINK is what comes out of a pen. ____________
10.
7/9 of FRACTIONS speak louder than words. ___________________
11.
3/7 of COUNTRY is what you do all the time on your work. _____________
*12.
2/3 of RISING is what contestants try to do on American Idol. _________
Try
to write some of your own word fractions on the space provided:
