Fractions in Action
Students will be able to identify fractions, the parts of a fraction, how a fraction is formed, and how to read a fraction correctly.
- Begin the lesson with an introduction to fractions. Ask your students if they have ever had to share something, such as splitting an apple in half with a friend or a family member.
- Explain that today the class will learn about fractions by creating a tasty treat.
Explicit Instruction/Teacher Modeling(10 minutes)
- Arrange the class into small groups.
- Give each group a dry erase board and a dry erase marker.
- Explain to students that a fraction is a “part of a whole." In other words, it is a part of something bigger.
- Show students on the interactive whiteboard, projector, or poster paper one rectangle with seven equal parts.
- Ask each student to get a dry erase board and marker to draw a rectangle divided into seven equal parts. Ask students to also draw a line beside the square they drew.
- Explain to students that the line they drew is called a vinculum, which separates the top number from the bottom number.
- Remind them that there are two parts to a fraction. Tell them that the numerator is the top number, and the denominator is the bottom number.
- Tell your students that the numerator tells how many pieces were used from the whole, while the denominator tells how many pieces in total is in the whole.
- Show the first example from the Color Fractions worksheet.
- Ask your students to look at the first example. Have them color four of their rectangles on their dry erase boards.
- Explain to students that they just colored in part of a whole.
Guided Practice/Interactive Modeling(10 minutes)
- Give students in each group their packs of candy with a paper plate.
- Ask students to open their packs over the plate.
- Have them count each candy piece that comes in their individual packs. Instruct them to use their total number of pieces as their denominator.
- Direct your students to roll one dice, explaining that the number that the dice lands on is the numerator.
- Instruct them to move that many to the top of their plate.
- Have them write out the fraction on the plate.
Independent Working Time(10 minutes)
- Explain to students that they will do the same thing but with a slight change.
- Have your students roll for the denominator in addition to the numerator. Instruct them to write these in fraction form. Have them roll for three different fractions.
- Enrichment: Have your students create fractions for each other to shade in. Instruct them to draw shapes with equal fractions inside and write a fraction next to it. Invite them to switch with a partner and shade the fractions in correctly. Alternatively, have them fill out the rest of the Color Fractions worksheet.
- Support: Have students who are struggling work in a small group to complete the task with the student visual support sheet. Peers can help the student recall the parts of a fraction with the visual support sheet.
- Write each student's name in the name category on the assessment chart.
- Circle the categories that they know.
Review and Closing(5 minutes)
- Have a student write any fraction on the board.
- Ask for a volunteer to identify the numerator and denominator in this fraction.