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Fraction Sets
Fraction Sets
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Content
Content
B 1.6, B 1.4
B 1.6, B 1.4
Key Concepts
1. Fractions can represent parts of regions, parts of sets, parts of measures, division, or ratios. These meanings are equivalent, e.g., 1/3 of a region is 1 whole divided into 3 equal parts.
A fraction is not meaningful without knowing what the whole is.
Renaming fractions is often the key to comparing them or computing with them. Every fraction can be renamed in an infinite number of ways.
There are multiple models and/or procedures for comparing and computing with fractions, just as with whole numbers.
Learning Goal
Learning Goal
We want students to understand...
We want students to understand...
How to count by various fractions to 10
Represent fractions (½-1/10’s) using drawings and standard fractional notation
Understand the meaning of denominator and numerator
Success Critera
Success Critera
I can count by various fractions to 10
I can explain what the denominator is and the numerator
I can represent fractions from ½ to 1/10’s various ways
Social Emotional Learning
Social Emotional Learning
Focus #4: Build Relationships and Communicate Effectively, as students apply the mathematical process of communicating: express and understand mathematical thinking and use appropriate math terminology in a variety of representations so students can work collaboratively on math problems- expressing their thinking, listening to the thinking of others.
https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strands#strand-a
Minds On
Minds On
Fraction Pairs: Ask children to find a rod that is half the length of the orange rod.
Have them explain their thinking.
◆ Verify that the yellow rod is half as long as the orange. Show children that this can be recorded either as 1 yellow rod = ½ orange rod or 1 orange rod = 2 yellow rods. Ask them why both recordings make sense.
◆ Ask children to find all other pairs of rods in which one rod is half the length of the other. Tell them to record their findings in the two ways you have described.
◆ Check to be sure that children understand the task and have recorded their findings correctly.
Action!
Action!
How many Cuisenaire Rod pairs can you find to show the fractions 1/2, 1/3, 1/4, 1/5, 1/6, 1/7, 1/8, 1/9, and 1/10?
Work with a partner. Find a rod pair in which 1 rod as a third as long as another rod.
Record your findings in a 2 ways. Here is an example of how to record a white and a light green rod pair:
Find as many more rod pairs as you can that show 1/3. Record each pair in 2 ways.
Now look for rod pairs that show 1/4 and record each of those in 2 ways.
Continue finding and recording rod pairs for all the fractions listed above until you think that you have found all the pairs possible.
Be ready to explain why you think you have found all possible rod pairs for each of the fractions.
Source: Super Source: Cuisenaire Rods (Grade 3-4) Pg. 26-29
consolidation Questions
consolidation Questions
Write the following fractions across the chalkboard: 1⁄2, 1⁄3, 1⁄4, 1⁄5, 1⁄6, 1⁄7, 1⁄8, 1⁄9, 1⁄10. Have children share their recordings by listing their sentences under the appropriate fraction.
Class Discussion Questions:
What patterns do you notice for each fraction? For all the fractions?
How do you know the list for (name each fraction) is complete?
Why isn’t (name a rod) on this list?
How can the same rod be used to represent two different fractions?
Why are some fractions represented by fewer rod pairs than others?
Independent Task/Assessment Opportunities
Independent Task/Assessment Opportunities
Technology/manipulatives
Technology/manipulatives
virtual manipulative
virtual manipulative
Relational Rods (by Mathies)
Relational Rods (by Mathies)
in DSB1 App Catalogue
Cuisenaire Rods
Cuisenaire Rods
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