Bringing It Home 2• At your tables, discuss
activities from the suggested list that you did with your children during the week.
• Any observations or discussions you had with your family related to fractions?
Fraction Problems I
• At your tables, discuss solutions to the problems, and write out at least one to share with larger group.
Objectives of Session 3• To maintain a positive tone for the class by
promoting conversation and success with mathematical endeavors.
• To use pattern blocks as a manipulative for illustrating fraction concepts.
• To explore the fraction concepts of equivalence, mixed numbers, and the relationship between fractions and division.
• To introduce participants to NCTM Number and Operation Standard
Exploring with Pattern Blocks• It is important to be able to visualize
fractions in a variety of ways.
• Last week color tiles were used.
• This week pattern blocks will be used.
Pattern Blocks- you will need:
• 6 yellow• 6 red• 9 blue• 12 green
Let’s Explore• Consider the hexagon as a whole unit.
• What Fraction do each of the other colors represent?
• How many red trapezoids make up a hexagon?
• How many blue rhombuses make up the hexagon?
• How many green triangles make up the hexagon?
Equivalent Fractions• What name is given to the space
occupied by two blue blocks?(Are there two equivalent names?)
• What about a red and blue block together?
• What about 2 yellow, 1 blue, and 1 green?
• Show how you came up with the name of the fraction using your pattern blocks
A random handful…. • Pick a random handful of pattern
blocks– How many whole units (hexagons) do you
have?– Describe the leftovers using a fraction.
How did you justify its name?
Try it a
couple
more
times!
Sharing fraction ideas…
• At your tables, share what you have seen so far through the use of pattern blocks.
• The purpose of manipulatives is to clarify important mathematical ideas.
Sharing Cookies…• Share 2 cookies (hexagons) evenly
among 3 people.
What fraction is each person’s share?
• Share 5 cookies among 2 people.
What is each person’s share?
Sharing Cookies…BLM 16• Pull out BLM 16
• Act out cooking sharing.
• Look for generalizations & patterns.
• Write out solutions with markers (easy to read).
• We’ll share solutions on overhead after about 15 minutes.
Varying the whole…BLM 17
• What if the rhombus was now the whole instead of the hexagon?
--What would the value of all the pieces be now?
• What if the green triangle was the whole?
• Continue with chart, and note that the last 3 rows starts with a fraction for a shape!
We can do this! Yes we can!
Any volunteers to explain?
NCTM Number and Operation Standard
• During grades 3–5, students should build their understanding of fractions as parts of a whole and as division.
• They will need to see and explore a variety of models of fractions, focusing primarily on familiar fractions such as halves, thirds, fourths, fifths, sixths, eighths, and tenths.
• By using an area model in which part of a region is shaded, you can see how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions.
Reflection• What new mathematical idea have you
learned as a result of tonight's session?• How have the color tiles, pattern blocks and
fellow participants helped your understanding of fractions?
• Bringing it home 3 – Fraction Problems II
Come prepared to share your responses next week.
Keeping Building Knowledge!!!
See you next week.
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