module 10 fractions - PBworks

$Page 1: module 10 fractions - PBworks$
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SAN DIEGO CITY SCHOOLS

Instructional Module to Enhance the Teaching of

H A R C O U R T

Math

California Edition

Grade 2

Module 10 - Revised

Number Sense and Fractions

– WORK IN PROGRESS –

S

D

C

S

Harcourt Math – Grade 2 MODULE 10

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Harcourt Math – Grade 2

11 Days

Key Mathematical Concepts: • Identify groups • Build, read, and write numbers • Compare and order numbers • Identify equal parts • Identify and compare fractions • Compare parts of a whole • Solve problems

Chapter 23 Parts of a Whole Lesson 23.1: Explore Fractions Lesson 23.2: Unit Fractions Lesson 23.3: Other Fractions Lesson 23.4: Compare Unit Fractions Lesson 23.5: Fractions Equal to 1

Chapter 24: Parts of a Group Lesson 24.1: Explore Fractions Lesson 24.2: Unit Fractions Lesson 24.3: Other Fractions Lesson 24.4: Compare Parts of a Group Lesson 24.5: Problem Solving Assessment

Harcourt Math: Grade 2

Module 10: Number Sense and Fractions Days 139 - 149

11 Days

Day 1 Unit 5 Lesson 23.1










Day 11 Unit 5 Assessment


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GRADE 2 Order of Units

2003-2004 School Year TRADITIONAL CALENDAR

September October

Module 1: Addition and Subtraction Strategies and

Facts, Place Value, and Graphing. Chapters 6, 1-4, 5

25 days

October

Module 2: Geometry Chapters 17 and 18

11 days

October

November

Module 3: Money and Time Chapters 7 and 9

12 days

November

Module 4: 2-Digit Addition and Subtraction Chapters 11-13

16 days

December

Module 5: Measurement Chapters 19 and 20

13 days

January February

Module 6: 2-Digit Addition and Subtraction Chapters 14 - 16

19 days

February

Module 7: Number Sense and Fractions Chapters 21 and 22

11 days

February

March

Module 8: Multiplication and Division Chapters 28 - 30

16 days

March April

Module 9: 3-Digit Addition and Subtraction Chapters 25 and 26

16 days

April Module 10: Number Sense and Fractions Chapters 23 and 24

11 days

April May


11 days

May Module 12: 3-Digit Addition and Subtraction Chapter 27

10 days

Days to be used throughout the year (at teacher’s discretion) when more time is necessary to make meaning of a concept.

9 days


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GRADE 2 Order of Units

2003-2004 School Year YEAR ROUND CALENDAR

September October

Module 1: Addition and Subtraction Strategies and

Facts, Place Value, and Graphing. Chapters 6, 1-4, 5

25 days

October

Module 2: Geometry Chapters 17 and 18

11 days

October

November


12 days

November

Module 4: 2-Digit Addition and Subtraction Chapters 11-13

16 days

December

Module 5: Measurement Chapters 19 and 20

13 days

January February

Module 6: 2-Digit Addition and Subtraction Chapters 14 - 16

19 days

February March


11 days

March April

Module 8: Multiplication and Division Chapters 28 - 30

16 days

April May

Module 9: 3-Digit Addition and Subtraction Chapters 25 and 26

16 days

May June


11 days

May June


11 days

June July

Module 12: 3-Digit Addition and Subtraction Chapter 27

10 days

Days to be used throughout the year (at teacher’s discretion) when more time is necessary to make meaning of a concept.

9 days


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DAY 1 UNIT 5: Number Sense and Fractions

Chapter 23: Parts of a Whole LESSON 23.1 TE, P. 335A

LESSON FOCUS: Explore Fractions CALIFORNIA STANDARD:

Number Sense 4.1 Recognize, name and compare unit fractions from 1/12 to 1/2.

PURPOSE OF LESSON:

Learn the meaning of fractions of a whole.

ROUTINE: Materials: • Timer • Two sheets of acetate/acetate clocks from Module 3, Lesson 9.1

Suggestion: Throughout the Day • Set a timer to ring “on the hour.” Write both the analog and

digital times. Students make observations at the end of the day.

Suggestion: Approximating Time • Use the acetate clock. Approximate time to the hour by

using the one-handed clock. Move the circle to show times such as the following: “about 4 o’clock”, “halfway between 1 and 2 o’clock”, “a little past 8 o’clock.” Use approximate language.

LAUNCH: Materials: • Cuisenaire rods (see Note) OR • Pattern blocks (see Note)

Rod Relationships • Give students time to explore the rods. Introduce

“equivalent” and “equal parts.” • Ask them to find equivalent relationships: rods of the same

color that can be put together, end-to-end so that they are equal in length to other rods (e.g., 2 whites = 1 red, 2 reds = 1 purple).

• Ask students to find how many yellow rods are equal to an orange rod (2). Have a student prove the following: “The yellow rod is half a long as the orange rod.”

Note: If Cuisenaire rods are unavailable, introduce Launch and Explore, Day 2, Lesson 23.2, providing two days for students to explore fractions using pattern blocks

EXPLORE: Materials: • Cuisenaire rods

Fraction Rods • Have students find all the other pairs of halves they can. • Have students do the same with thirds (e.g., three whites =

1 light green; the white rod is 1/3 the light green rod), fourths (e.g., 4 red rods = 1 brown rod; the red rod is 1/4 the brown rod) and fifths (e.g., 5 red rods is = 1 orange rod; the red rod is 1/5 the orange rod).

• Students can find relationship equal to more than one rod (e.g., 2 black rods = 1 orange + 1 purple).

PRACTICE: As time allows: Pp. 335 and/or 336. SUMMARIZE: Closure:

• Revisit purpose of the lesson with students. • Prove that 2 red rods is 1/2 a brown rod. What is the

whole? How many reds equal 1 brown?


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HOMEWORK: Materials: • Homework: Paper Folding worksheet

Suggestion: Have students fold a sheet of paper into two equal parts. Have them repeat with other sheets of paper, folding one into three, one into four and one into eight equal parts. Discuss with an adult: Are the parts equal? How many parts in the whole?OR Pp. 335 and/or 336


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Homework: Paper Folding

1. Fold a sheet of paper into two equal parts.

Are the parts equal?

How many parts in the whole?

2. Fold a sheet of paper into three equal parts.



3. Fold a sheet of paper into four equal parts.



4. Fold a sheet of paper into eight equal parts.




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LESSON FOCUS: Unit Fractions CALIFORNIA STANDARD:


PURPOSE OF LESSON:

Learn how to identify fractions that represent 1 part out of any number of equal parts of a whole.

ROUTINE: Materials: • Timer • Two sheets of acetate/acetate clocks from Module 3, Lesson 9.1 • Cuisenaire rods

Suggestion: Throughout the Day • Set a timer to ring “on the half hour.” Write both the analog

and digital times. Students make observations at the end of the day.

Suggestion: Clock Hand Relationships • Use the overhead clock. Approximate time to the hour by

using the one-handed clock. • Move the circle to show times such as the following: “about 4

o’clock”, “halfway between 1 and 2 o’clock”, “a little past 8 o’clock.” Use approximate language.

• Using the same model, placing the larger circle on first (making a clock with two hands) or another type of “teaching clock”, talk about what happens to the big hand as the little hand moves from hour to hour.

• Focus the discussion on what happens when the hour hand is halfway between hours. Discuss where the minute hand would be if the hour hand is a little before or past (approximately 15 minutes) an hour.

Discussing Homework • Have students share folded paper from Day 1, Lesson 23.1.

Begin with those papers that are folded into two equal parts; discuss “one-half” and “1/4. “

• Ask students what relationships they see between the sheets of paper and the Cuisenaire rods (Explore, Day 1, Lesson 23.1).

• Discuss how the size of the “whole” changes but the name of each equal part (“one half”) does not. Repeat with other papers/rods/relationships. It is very important to ask yourself, “What is the whole.”

LAUNCH: Materials: • Pattern blocks

• Pattern Block Relationships • Give students time to explore the pattern blocks. Review

“equivalent” and “equal parts.” • Ask them to find equivalent relationships: blocks of the same

color that can be put together so that they are equal to the size of the yellow hexagon (e.g., two red trapezoids, three blue rhombi, six green triangles).

• Ask students to find how many trapezoids are equal to a hexagon (2). Have a student prove the following: “The trapezoid is half the size of hexagon.” Discuss:


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• If the yellow hexagon is one whole, what fractional part of one is a blue rhombus (1/3)? Have a student prove the following: “The blue rhombus is one third the size of hexagon.”

• If the yellow hexagon is one whole, what fractional part of one is a green triangle (1/6)? Have a student prove the following: “The green triangle is one sixth the size of hexagon.”

• Discuss how the size of a fractional part is dependent upon the size of the whole. During Explore, the size of the whole will change.

EXPLORE: Materials: • Pattern blocks

Fraction Pattern Blocks • Have students find other fractional relationships (e.g., a

green triangle is 1/2 a blue rhombus, a green triangle is 1/3 a red trapezoid, a blue rhombus is 1/3 a yellow hexagon).

• Have students trace blocks and label with fraction words (e.g., one-half) or symbols (e.g., 1/2).

PRACTICE: As time allows: Pp. 337 and/or 338. SUMMARIZE: • Discuss the fractional relationships between Cuisenaire

rods, pattern blocks and folded paper. • Emphasize how the size of the fractional part is dependent

upon the size of the whole (e.g., the triangle has a value of one-third when the trapezoid is the whole but it has a value of 1/6 when the hexagon is the whole). Identifying the “whole” is very important.

Closure: Revisit purpose of the lesson with students. HOMEWORK: Materials: • P. TR 90

Suggestion: • Students cut out and cut apart circles and look for

relationships. • Students write about how these fraction circles relate to their

experiences with Cuisenaire rods, pattern blocks, and folded paper. Students will need these circles for a later assignment.


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LESSON FOCUS: Other Fractions CALIFORNIA STANDARD:

Number Sense 4.2 Recognize fractions of a whole and parts of a group.

PURPOSE OF LESSON:

Learn to identify, model, and record fractions that represent more than 1 equal part.

ROUTINE: • Timer • Two sheets of acetate/acetate clocks from Module 3, Lesson 9.1

Suggestion: Throughout the Day • Set a timer to ring “on the quarter hour.” Write both the analog

and digital times. Students make observations at the end of the day.

Suggestion: Clock Hand Relationships • Use the overhead clock. Continue to focus the discussion on

what happens when the hour hand is halfway between hours. • Discuss where the minute hand would be if the hour hand is a

little before or past (approximately 15 minutes) an hour. LAUNCH: Materials: • A packet of five 3x18 inch strips of construction paper, in five different colors per student • Pair of scissors per student OR • P. TR 92

Fraction Kits • Model the following:

1. Take a strip of a specific color (all students should use the same color). Label strip “one whole.”

2. Take another strip, fold it in half, and cut it into two pieces. Label each piece 1/2. Discuss label.

3. Take another strip of a specific color. Fold and cut into into four pieces. Label each piece 1/4. Discuss label.

4. Take another strip of a specific color. Fold and cut into 8 pieces. Label each piece 1/8. Discuss label.

Note: P. TR 92 can be used as an alternative, if necessary. However, having students constructing their own Fraction Kits is more meaningful.

EXPLORE:

Fraction Kit Relationships • Students explore relationships between the strips. • Give students time to explore the fraction strips. Review

“equivalent” and “equal parts.” • Ask them to find equivalent relationships: strips of the same

color that can lie put together so that they are equal to the length of another color.

• Students discuss and write about their explorations. Students discuss and write about how the strips are related to Cuisenaire rods, pattern blocks, and folded paper.

PRACTICE: As time allows: Pp. 339 and/or 340. SUMMARIZE: • Students share their written work. They discuss the

relationships they observed in their Fraction Kits. • Students discuss how Fraction Kits are similar to and different

from other fraction models they have used. Closure: revisit purpose of the lesson with students.


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HOMEWORK: Materials: • A packet of five 3x18 inch strips of construction paper, in five different colors per student OR • P. TR 92

Suggestion: Students make a Fraction Kit at home using construction paper or P. TR 92.


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LESSON FOCUS: Compare Unit Fractions CALIFORNIA STANDARD:


PURPOSE OF LESSON:

Learn to compare unit fractions of a whole

ROUTINE: Materials: • Timer • Clock with moveable hands

Suggestion: Throughout the Day • Set a timer to ring “at five minute intervals” at different points

throughout the day. • Write both the analog and digital times. Students make

observations at the end of the day. Suggestion: Counting by Five Minute Intervals • Do Counting by Five Minute Intervals, TE, P. 125A. Rather

than focusing on the minute hand pointing on the 7, encourage students to express that it is about 35 minute after the hour.

• Suggest that students always look at the hour hand to learn the approximate time, and then focus on the minute hand.

LAUNCH: Materials: • Pattern blocks • Fraction Kit • Fraction die spinner 1/2, 1/2, 1/4, 1/4, 1/8, 1/8 or Pattern Block die spinner 1/2, 1/2, 1/3, 1/3, 1/6, 1/6 ( P.TR 107), per pair of students

Comparing Fractions • Review the fractional relationships in the pattern blocks,

considering the yellow hexagon as “1” or “one whole.” • Have students discuss the fraction “name” for the green

triangle (1/6), blue rhombus (1/3), and red trapezoid (1/2). • Students compare the fractional parts, writing less than and

greater than statements. (Note: Students may experience confusion because 3 is less than 6, yet 1/3 is greater than 1/6.

Example: 1/3 > 1/6 1/2 < 1 2/3 > 1/2 Introduce: Cover Up • Introduce Cover Up for two partners. The winner is the person

that covers up the whole first, with no overlapping pieces. • Players take turns rolling the fraction die (or spinning the

spinner). On each turn, players take the size piece that comes up on the die or spinner.

• Students must roll exactly what is needed to fill up the whole. EXPLORE: Materials: • Fraction Kits • fraction die (or spinner) per pair of students

Cover Up • Students play Cover Up.

PRACTICE: As time allows: Pp. 341 and/or 342.


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SUMMARIZE: • Discuss: What did you learn from playing Cover Up? What

greater than/less than statements can you make about the pieces you used to play the game (i.e., 1/4 is less than 1/2)?

Closure: • Revisit purpose of the lesson with students.

HOMEWORK: Materials: • Teacher’s Resource Book P. 107 • Fraction Kit/P. TR 92

Suggestion: • Students practice collaboratively playing Cover Up by

themselves or with an adult. • Students will need spinner for another assignment. OR Pp. 341 and/or 342


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LESSON FOCUS: Fractions Equal to 1 CALIFORNIA STANDARD:

Number Sense 4.3 Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.

PURPOSE OF LESSON:

Learn to identify the fraction for the whole.

ROUTINE: Materials: • Timer • Clock with movable hands

Suggestion: Throughout the Day • Set a timer to ring at different points throughout the day. • Write both the analog and digital times. Students make

observations at the end of the day. Suggestion: Predicting Readings • Shown an analog clock, students predict what a digital clock

will look like and vice versa. LAUNCH: Materials: • Cuisenaire rods • Pattern blocks • Fraction Kits • Folded paper

Equal to One • Show students the yellow hexagon as “one whole”; on top,

arrange six green triangles in the shape of the hexagon. • Discuss the fraction represented by one triangle (1/6) and

the fraction represented by one whole (6/6). • Take one triangle away; ask students what has been

removed (1/6) and what remains (5/6). • Repeat with rhombi. Discuss the fraction represented by one

rhombus (1/3) and the fraction represented by one whole (3/3). Take one rhombus away; ask students what has been removed (1/3) and what remains (2/3).

• Repeat with trapezoids. Discuss the fraction represented by

one trapezoid (1/2) and the fraction represented by one whole (2/2). Take one trapezoid away; ask students what has been removed (1/2) and what remains (1/2).

• Repeat this process with the other models that have been

used (Cuisenaire rods, and Fraction Kits). Discuss different ways to represent one whole with materials and symbols.

EXPLORE: Materials: • Fraction Kits • Fraction die/spinner per pair of students (see Day 4)

Cover Up • Students play Cover Up. Today, students write different

equations equal to one (recording the pieces used to cover the whole).

Example: 1/2 + 1/4+ 1/8 + 1/8 = 1

PRACTICE As time allows: Pp. 343 and/or 344


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SUMMARIZE: Discuss:

• What are different ways to combine fractions to make one whole?


HOMEWORK: • Fraction Circles (P. TR 90) • 6-section spinner (P.TR 107), (label sections: 1/2, 1/2, 1/4, 1/4, 1/8 and 1/8)

Suggestion: • Students label Fraction Circles with fraction

names and collaboratively play Cover Up with an adult.


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Chapter 24: Parts of a Group LESSON 24.1 TE, P. 349A

LESSON FOCUS:

Explore Fractions

CALIFORNIA STANDARD:

Number Sense 4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole.

PURPOSE OF LESSON:

Learn the meaning of fractions of a group


Suggestion: Throughout the Day • Set a timer to ring at different points throughout the day. Write

both the analog and digital times. • Students make observations at the end of the day. Suggestion: Predicting Readings • Shown an analog clock, students predict what a digital clock will

look like and vice versa. LAUNCH: Materials: • A six-pack of soda • A four-pack of juice boxes • A five-pack of gum • A three-pack box of crackers OR • Other sets of objects

Introduce: Fractions as Part of a Set • Use a six pack of soda. Tell students, “Pretend that I drink one

can of soda. I can write a fraction to represent what part of the six-pack I drank.”

• Write one-sixth and 1/6. Discuss: • What does the ‘6’ refer to? • What does the ‘1’ refer to? • Why does this notation make sense? • What if I drank 2, 3, 4, 5, 6 sodas? Write the fraction in words and symbols. • If I drank 1 soda, how can I write a fraction to represent the sodas I didn’t drink? 2 sodas? 3 sodas? 4 sodas? 5 sodas?

• Write the fraction in words and symbols. • Repeat this process with other sets of objects.

EXPLORE: Materials: • A six-pack of soda • A four-pack of juice boxes • A five-pack of gum • A three-pack box of crackers

Fractions as Part of a Set • Students choose sets of objects. On the right side of at folded

sheet of paper, students draw pictures that represent all and parts of a set; on the left side of the paper, students record words and fractions that represent all and parts of the set.

Words Pictures Two-fifths of the gum is chewed. 2/5 Three-fifths of the gum is not chewed. 3/5

PRACTICE: As time allows: • Students share their fraction pictures with classmates. • Classmates try to guess the fraction that is represented in

pictures.


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SUMMARIZE: Discuss:

• How do fractions representing parts of a set (e.g., cans of soda from the parts of a set model) relate to fractions representing parts of a whole (e.g., triangles on a hexagon from the parts of a whole model)?


HOMEWORK: Materials: • Homework: Parts of a Set worksheet

Suggestion: • Students look at home for objects that typically come in sets. • Students record pictures, words and fractions that represent all

and parts of the sets. • Students bring in sets to share with classmates.


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Homework: Parts of a Set Directions: Look for objects that usually come in sets. Record pictures, words and fractions to show all and parts of that set. Repeat with other sets. Bring in sets to share with your classmates.

Pictures Words Fractions


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LESSON FOCUS: Unit Fractions CALIFORNIA STANDARD:


PURPOSE OF LESSON:

Identify, model, and record equal parts of groups.



throughout the day. Write both the analog and digital times. • Students make observations at the end of the day. Suggestion: Counting by Five Minute Intervals • Do Counting by Five Minute Intervals, TE, Pg. 125A. Rather



LAUNCH: Materials: • 12 two-color counters (or lima beans painted on one side) per student

Sharing Homework • Students share homework from Day 6, Lesson 24.1. Students

discuss fractions that could represent all and parts of the sets of objects students have brought in to share.

Fractions with Two-Color Counters • Give students directions:

1. Divide the counters into three equal groups, all showing the yellow side.

2. How many groups? (3) 3. What fractional part of the whole set is represented by

one group? (1/3) 4. How many counters are in 1/3? (4) 5. Flip the counters over in one group. What fractional part

of the whole set is red? (1/3) What fractional part of the whole set is yellow? (2/3)

6. How many counters are in 1/3? (4) 2/3? (8) • Rearrange the counters into two equal groups.





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• Rearrange the counters into six equal groups. 1. How many groups? (6) 2. What fractional part of the whole set is represented by



5. How many counters are in 1/6? (2) How many counters are in 5/6? (10)

• Rearrange the counters into four equal groups.




5. How many counters are in 1/4? (3) How many counters are in 3/4? (9)

EXPLORE: Materials: • 12 two-color counters per student

More Fractions with Two-Color Counters • Students show a set of counters with 2/6 of their yellow sides

showing. • Students find as many solutions as they can, using 12 counters

or less. • Students draw and write about what they have shown.

PRACTICE: As time allows: • Students compare work with a partner and/or complete Pp.

351 and/or 352. SUMMARIZE: • Students share solutions from Explore with their classmates.


HOMEWORK: Materials • 12 two-color counters per students • Homework: Fractions with Two-Color Counters worksheet

Suggestion: • Students use counters at home. They find different solutions

for 1/2, 1/4, and 1/3, using all or part of their counters. • Students draw, write and record fractions to show how they

used the counters.


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Homework: Fractions with Two-Color Counters Directions: Use 12 two-color counters. Find different solutions for 1/2, 1/4 and 1/3, using all or part of your counters. Draw and write about how you used the counters.

Fraction Drawing Writing

1/2

1/4

1/3


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LESSON FOCUS: Other Fractions CALIFORNIA STANDARD:


PURPOSE OF LESSON:

Learn to identify fractions of a group that represent more than one equal part.



both the analog and digital times. • Students make observations at the end of the day. Suggestion: Predicting Readings • Shown an analog clock, students predict what a digital clock

will look like and vice versa. LAUNCH: Materials: • Color tiles per student: 12 red, 12 blue, 12, green, 12 yellow

Fractions with Color Tiles • Give students directions:

1. Make three equal groups of color tiles, each group a different color. 2. What fractional part of the whole set is represented by

one group? (1/3) 3. How many counters are in 1/3? (4) 2/3? (8) 4. Make two equal groups, each group a different color.

What fractional part of the whole set is represented by one group? (1/2)

5. How many counters are in 1/2? (6) 6. Make four equal groups of color tiles, each group a

different color. 7. What fractional part of the set is represented by one

group? (1/4) 8. How many color tiles are in 1/4? (3) 2/4? (6) 3/4? (9)

EXPLORE: Materials: • Color tiles

More Fractions with Color Tiles • Students make a set of tiles that is 2/6 yellow. • They find as many solutions as they can, using 12 tiles or less. • Students draw and write about what they have shown.

PRACTICE: As time allows: Pp. 353 and/or 354. SUMMARIZE: • How does today’s activity relate to what the lesson with two-

color counters? (Day 7, Lesson 24.2) Closure: • Revisit purpose of the lesson with students.

HOMEWORK: • Students write story problems about fractions that name parts of groups.

• For example: Keisha has 10 chocolate chip cookies and 10 oatmeal cookies. What fraction of the cookies are oatmeal? (1/2)


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LESSON FOCUS: Compare Parts of a Group CALIFORNIA STANDARD:


PURPOSE OF LESSON:

Learn to compare fractions of a group.



throughout the day. Write both the analog and digital times. • Students make observations at the end of the day. Suggestion: Counting by Five Minute Intervals • Do Counting by Five Minute Intervals, TE, P. 125A. Rather



LAUNCH: Materials: • Snap cubes

Model: Comparing Parts of a Group • Students use counters to model the following:

• Use 12 snap cubes. Make 1/3 red and 2/3 blue. Which is greater: 1/3 or 2/3? How do you know? • Use 12 snap cubes. Make 1/4yellow and 3/4green. Which is greater: 1/4 or 3/4? How do you know? • Use 12 snap cubes. Make 2/6 red and 4/6 blue. Which is greater: 2/6 or 4/6? How do you know?

EXPLORE: Materials: • Familiar manipulatives (snap cubes, color tiles, two–color counters) • Homework from Day 8, Lesson 24.3

• Students exchange homework papers. • Students solve each others story problems and record

solutions using words, numbers, and/or pictures.

PRACTICE: As time allows: Pp. 355 and/or 356 SUMMARIZE: Closure:

• Revisit purpose of the lesson with students. How do you know that 2/3 is greater than 1/3? How do you know that 1/2 is greater than 1/4?

HOMEWORK: Materials: • P. FA 98 • Six pennies • A cup

Suggestion: Family Involvement Activities, P. FA 98.


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LESSON FOCUS: Problem Solving: Making a Model CALIFORNIA STANDARD:

Mathematical Reasoning 1.2 Use tools, such as manipulatives or sketches, to model problems.

PURPOSE OF LESSON:

Make a model to solve problems.

ROUTINE: Materials: • timer • clock with movable hands


both the analog and digital times. • Students make observations at the end of the day. Suggestion: Predicting Readings • Shown an analog clock, students predict what a digital clock

will look like and vice versa. LAUNCH:

Story Problems with Fractions • Write the following story problem on the board or overhead:

At the bake sale, 3 children bought and shared one brownie. How much did each child get?

• Ask students to think about how they would figure out the problem.

• Ask them to share their strategies with the class. Model, or have students model, ways of representing their strategies with pictures and words.

• Connect fractional notation to the students’ solutions. EXPLORE: Materials: • “Brownies” (equal size paper “brownies”, 21 “brownies” per student; if using worksheet 2 ½ copies per student)

Sharing Brownies • Present the following problem to students:

If I gave each group of four children four brownies to share, how much would each child get?

• Discuss: Sharing equally.

• If I gave each group of four children one brownie to share, how much would each child get?

• If I gave each group of four children two brownies to share, how much would each child get?

• If I gave each group of four children three brownies to share, how much would each child get?

• If I gave each group of four children five brownies to share, how much would each child get?

• If I gave each group of four children six brownies to share, how much would each child get?

• Students use paper “brownies”. Students glue down each person’s share and record the fraction to represent how much each person got.


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PRACTICE: As time allows: Pp. 357 and/or 358 SUMMARIZE: • Students present Sharing Brownies solutions to their

classmates. Closure: • Revisit purpose of the lesson with students.

HOMEWORK: Materials: • Brownies Worksheet (equal size paper “brownies”, 8 “brownies” per student; if using worksheet, 1 copy per student

Suggestion: • Students solve the following problem and record their solutions

with words, numbers and pictures: Eight people are sharing 12 brownies. How much did each person get, if everyone got a fair share?


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“Brownies”


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Chapters 23 and 24: Parts of a Whole and Parts of a Set Assessment

TE, P. 345/359

LESSON FOCUS: Assessment CALIFORNIA STANDARD:

Number Sense 4.2 Fractions of a whole and parts of a group.

PURPOSE OF LESSON:

Check understanding of concepts, skills and problem solving from Chapters 23 and 24.

ROUTINE: Materials: • timer • clock with movable hands


throughout the day. • Write both the analog and digital times. • Students make observations at the end of the day. Suggestion: Counting by Five Minute Intervals • Do Counting by Five Minute Intervals, TE, P. 125A. Rather



LAUNCH: Materials: • Cuisenaire rods • Fraction Kits • Color tiles • Snap cubes • Pattern blocks • Sets of familiar objects • Two-color counters • “Brownies”

Review • Discuss the models used in the fraction activities addressing

parts of a whole and parts of a set.

EXPLORE: Materials: • Cuisenaire rods • Fraction Kits • Color tiles • Snap cubes • Pattern blocks • Sets of familiar objects • Two-color counters • “Brownies” • Snap cubes

Sample Problems • Give students sample problems similar to those on Pp. 345,

346, 359 and 360. • Let students use familiar materials to model solutions to the

problems. • Provide students opportunities to share solution strategies with

their classmates.

PRACTICE: As time allows: Pp. 345, 346; 359, 360.


Revised 3/31/04 348

SUMMARIZE: Closure:

• Revisit purpose of the lesson with students. Open ended questions:

• What have you learned about fractions? Chart responses. HOMEWORK: Suggestion:

• Family Involvement Activities pages FA 94 and/or FA 100.

module 10 fractions - PBworks

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