March 23, 2017
|
by Byron Delcomb

Lesson plan

Seeing Whole Numbers as Fractions

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Students will be able to illustrate whole numbers as fractions on a number line.

(5 minutes)
  • Ask your class to consider the following questions, "When is part of a whole, NOT part of a whole? When is a whole, NOT a whole?"
  • Have students think pair and share their ideas with a partner. Encourage students to illustrate their explanations with drawings of fractional parts.
(5 minutes)
  • Hand out and preview the Whole Numbers as Equivalent Fractions 2 worksheet.
(5 minutes)
  • Complete the first exercise from the worksheet by allowing various students to perform one step at a time.
  • Answer any clarifying questions before releasing your class to complete remaining exercises.
(15 minutes)
  • Students should complete remaining exercises, independently or in strategic partnerships.
  • Enrichment: Students can list all equivalent pairs for each exercise.

  • Support: Draft and post the three-step process as described on the Whole Number Fractions on a Number Line 2 worksheet. Refer students to the poster when they encounter difficulty and assist with leading questions.
(5 minutes)
  • Circulate the room during independent work time and have students explain the three-step procedure. Listen for academic language and sequential processing at arriving at conclusions.
(15 minutes)
  • Review the answers, popcorn style, and allow students to ‘phone a friend’ for assistance if their answer is incorrect. ‘Popcorn’ is a sharing technique where student pass on to their peers by saying “popcorn,” then a student’s name.
  • Revisit the opening question, “When is part of a whole, NOT part of a whole AND when is a whole, NOT a whole?” Draw attention to whole numbers that make up the fractions from the exercises on the Whole Number Fractions on a Number Line 2 worksheet.

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