Lesson 44: Applied Fractions
Lesson Objectives
- Define fractions as equal parts of a whole using manipulatives and pictures
- Write fractions as the number of shaded parts compared to the total number of parts
- Partition rectangles into two, four, six, eight, nine, ten, and twelve equal parts
- Partition rectangles and circles into halves, thirds, and fourths
- Write fractions for shapes that have been divided into equal parts
- Divide pictures of real-world objects into fractional parts
- Partition shapes based on fraction names
- See the relationship of division and fractions
Materials
- Extend Workbook (Page 44)
- Fraction manipulatives (e.g. base ten blocks, fraction strips, pizza fractions, shape fractions)
- Highlighters, markers, or crayons
- Whiteboards and dry erase markers
Step 1: Warm Up (5 min)
Review the vocabulary for today’s lesson. Show the parts of a fraction (number above the line, number below the line, and show some actual examples) and read the fractions 1/3 is one-third, 2/2 is two-halves, or one whole, ¾ is three-fourths) and provide a visual example of each. Lead students to write fractions for their family. Use the number of family members as the denominator. Have students relate facts that require different numerators. For example, if two people in a family of 5 are girls, the fraction is 2/5. Or, if three people in the family have birthdays in December, the fraction is 3/5.
Step 2: Vocab Review (5 min)
Introduce new vocabulary: rectangle and partition. Review prior vocabulary: halves, thirds, fourths, fraction, sections, whole, parts, and shaded. Remind students that they will be learning more about fractions today, and fractions are equal parts of a whole.
Step 3: Model (5 min)
Now, move on to visual examples of fractions, showing various examples (1/4, 1/3, 1/2, 2/4). Under each fraction, write the fraction in word form (one-fourth, one-third, one-half, two-fourths). Shade in the fraction listed for each fraction visual. Remind students that fractions are smiliar to division: In fractions, the whole is the total number of equal parts, the bottom number. The top number is how many shaded parts we have. The parts have to be equal. For 2/4, review that there are four parts, and two are shaded. Remember, the bottom number tells the number of equal parts, and the top number tells how many are being used. Review each fraction, going over vocabulary: whole, parts, and shaded. Next, draw two different rectangles with two different fractions next to each and demonstrate drawing and shading the fractional parts.
Step 4: Guided Practice (5 min)
Before students practice shading in fractions, review that both the number of parts we are talking about and the total number of parts that make up the whole are the same. Write a fraction on the board, and have students write on their white boards (3/4). Tell students to draw a circle with four equal parts (model this). Remind students that the bottom number means the total equal parts of the fraction (4), ask what the top number means (how many parts they have), and ask how many parts should be shaded (3). Have students work in pairs, giving them fractions to work through: write the fraction, draw and shade the fractional parts with the use of a rectangle, then shade in the correct number of parts. Have students practice drawing and shading in fractional parts on a rectangle and writing the fraction with a few different examples.
Step 5: Student Practice (5 min)
Go to Student Workbook Page (44). Read the directions for each problem. Read the fraction name (two-thirds), use the guides to help you partition the shape into equal parts. Shade the number of parts to match the fraction name. Write the fraction.
Step 6: Wrap Up (5 min)
To wrap up the lesson, review the learning objectives and core vocabulary words again and ask your students about their experience.
