EXT 3-6 Sampler

44 Grade5 TheConceptofaFraction Objective11: Toname fractions from fractionbars. To identify similarities anddifferences among fractionbars. PD Materials: FractionBars orFractionStrips (Master 16) and crayons FractionSimilarities andDifferences Distribute a set of FractionBars to eachgroupof 2–5 students (or studentsmayprepare their ownusingMaster 16: FractionStrips, and coloring them). Find all of the fractionbars that have all of theirparts shaded anddisplay them for the class touse. Each fraction bar in this set representsonewholeunit suchasone whole crackeroronewholebrownie. Look through your set of fractionbarswithyourgroup. Findways yourbars areall alike (similarities) andways theyare not alike (differences).Recordyour findings ina table with two columnsheaded Similarities and Differences. Beginby asking students tonameoneway they are all alike (allmadeof the samematerial) andoneway they aredifferent (all different colors).After 5minutes, askvolunteers from eachgroup to suggest similarities anddifferences theyhave found as you list their ideas on theboard. *It is very important that the last similarity (that eachwholebar isdivided intoparts of equal size) be verbalized. This is the essential concept of a fraction. Read the information at the topof thepage together. Reinforce that even though there are adifferent number of equal parts shaded for⅓and 2⁄6, they represent the samepart of thewhole fractionbar. On the remainder of this page, students generalize about how agroupof three fractions are alike according to a shared attribute. Illustrate the first problemwith fractionbars. What’sMySecret? With apartner or small group, students take turns selecting a subset of fraction barswhich are alike inoneway.Others in the group try toguess the secret. Demonstrate an exampleby showing all thebars of one color andhave students guess the secret of the sorting.Otherways inwhich the studentsmay sort are everything shaded, nothing shaded, onepart shaded, and equivalent parts shaded. Similarities Differences colors divided intodifferent parts number of shadedparts differs number of bars of any one color differs samematerial same size same shape congruent samewidth andheight same area and perimeter same thickness sameweight all divided intoparts of equal size* - Lesson9, 5ETeacherGuide 30 30 ©Math TeachersPress, Inc.,Reproduction by anymeans is strictly prohibited. Find thePattern Pedro andSambothwalk to school. Sam lives 1 3 of amile from school. Pedro lives 2 6 of amile from school. Who lives closer to school? Use fraction bars todecide. 1 3 and 2 6 haveequal amounts shaded. The distances are ________. 1 3 2 6 Similarity: ______________________ 1. Similarity: ______________________ 2. Similarity: ______________________ 3. Similarity: ______________________ 4. Similarity: ______________________ 5. Similarity: ______________________ 6. These fractionbarshavebeensorted intogroupsby someway theyarealikeor similar. Guess thesimilarity. all parts shaded 1/3 shaded one part shaded divided into halves equal half shaded 3/4 shaded Games engage students and makemath connections. Playinggames encourages verbal exchange in small groupswhere students can learn fromeachother. Students discover the concept of a fraction.