Children need to be aware of two aspects or components of fractional parts: (1) the number of parts and (2) the equality of the parts (in size, not necessarily in shape). Emphasize that the number of equal parts or fair shares that make up a whole determines the name of the fractional parts or shares. They will be familiar with halves but should quickly learn to describe thirds, fourths, fifths, and so on.” ESSENTIAL QUESTIONS Why is it important to identify, label, and compare fractions (halves, thirds, fourths) as representations of equal parts of a whole or of a set? If you have two fractions, how do you know which is greater or has more value? MATERIALS For the teacher Several pieces of ribbon cut into 1 yard pieces (these pieces will be used for student demonstration, 3-5 pieces may be necessary) For each group 1 yard of ribbon (string or adding machine tape also work) String paper clips ruler scissors unifix cubes or snapping cubes For Differentiation groups Adding machine tape Unifix cubes GROUPING Large group, Small groups of 3 or 4 TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION Part I Show the class a length of ribbon that is one yard long and ask how to divide it into two equal pieces. You may wish to have volunteers come up and demonstrate their strategies. Some might suggest folding the ribbon in half so the two parts match and then cutting on the fold. Ask, “how do you know this will work?” Make sure to have them explain their strategies, even if they are wrong! Make sure to demonstrate ALL strategies so those that are incorrect can see why what
Children need to be aware of two aspects or components of fractional parts: (1) the number of parts and (2) the equality of the parts (in size, not necessarily in shape). Emphasize that the number of equal parts or fair shares that make up a whole determines the name of the fractional parts or shares. They will be familiar with halves but should quickly learn to describe thirds, fourths, fifths, and so on.” ESSENTIAL QUESTIONS Why is it important to identify, label, and compare fractions (halves, thirds, fourths) as representations of equal parts of a whole or of a set? If you have two fractions, how do you know which is greater or has more value? MATERIALS For the teacher Several pieces of ribbon cut into 1 yard pieces (these pieces will be used for student demonstration, 3-5 pieces may be necessary) For each group 1 yard of ribbon (string or adding machine tape also work) String paper clips ruler scissors unifix cubes or snapping cubes For Differentiation groups Adding machine tape Unifix cubes GROUPING Large group, Small groups of 3 or 4 TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION Part I Show the class a length of ribbon that is one yard long and ask how to divide it into two equal pieces. You may wish to have volunteers come up and demonstrate their strategies. Some might suggest folding the ribbon in half so the two parts match and then cutting on the fold. Ask, “how do you know this will work?” Make sure to have them explain their strategies, even if they are wrong! Make sure to demonstrate ALL strategies so those that are incorrect can see why what
CCGPS_Math_2_Unit5Framework.docx