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Fun with Fractions
Lesson Objective
Activities lead the students to the understanding that the larger the denominator the more parts the whole is being divided into.
Background Information for Teacher
Words in bold are said by the teacher.
Student Prior Knowledge
A fundamental knowledge of number sense and relationship (greater than, less than, equal to, grouping) needs to be in place as well
as the ability to add, subtract, multiply, and divide small numbers. In addition, students should understand what the numerator and
denominator of a fraction represents and that halves, thirds, fourths, sixths, and eighths are represented with the symbols 1/2, 1/3,
1/4, 1/6, and 1/8.
Whiteboard markers
Color gel paper
Letter to My Friend (Step 3)
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
Take the student outside and tell them we are going to explore dividing something outside into parts.
Find objects outside that has pieces (i.e. rocks, leaves, etc.). Collect an even number of objects.
Begin by asking the student how many ( )are in the whole group?
Now ask the students to divide the objects into halves.
Make sure the student moves the object far enough apart that the division is clear.
Use your whiteboard and marker to have the student help you figure out how many the fraction is equal to after you have divided
them (i.e., 1/3 of 24 is 6).
Continue to do this using student objects numbers, having them continue to divide into halves, thirds, fourths, sixths, and eighths.
Have the student return to desks after the outside activity.
Explain to the student that they are now going to make some fraction strips that show how we can divide the whole into equal parts
and compare them.
Give the student six different colored strips of color gel paper (1-inch x 12 inches). Take one colored strip and label it whole (make
sure the student is using the same color—it will help as you continue to work with the strips.
Take a second strip and have the student divide the strip in half. Have them label each part with 1/2.
Continue doing this with each different colored strip until the student has divided and labeled whole, 1/2, 1/3, 1/4, 1/6, and 1/8. This
should take about 15 minutes.
Explain that you are going to take a look at the sizes of each fraction compared to each other.
Have the student explore the relative sizes of each fraction strip by asking them questions such as “Which is larger: 1/2 or 1/3? 1/6 or
1/8?” It is important that as you ask questions you should also have the student explain their reasoning for which is larger.
As you work with the student on these comparisons have them notice the denominators of these fractions. Ask the question, “Look at
the denominator. Why, if the number is bigger, do we have smaller pieces of the whole?” Explore this and lead the student to the
understanding that the larger the denominator the more (and thus, smaller) parts the whole is being divided into.
Finish this lesson with the assessment activity A Letter to My Friend. (Step 3)
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Extra Practice Worksheets w/answer key
Step 4: Start the next lesson with the game or activity attached below for review so the student can
demonstrate understanding of this lesson before moving forward.
Golf Fraction (online) game