These activities are meant to reinforce a thorough introduction to fractions.
Main Curriculum Tie:
Mathematics - 4th Grade
Standard 1 Objective 3
Model and illustrate meanings of multiplication and division of whole numbers and the addition and subtraction of fractions.
Background For Teachers:
This activity is meant to follow a thorough introduction to
fractions. Students should be comfortable with the concept of what
a fraction is, specifically 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/9, 1/10 & 1/12.
Students should be able to describe and show concrete representations
of each of these fractions.
Intended Learning Outcomes:
1. Use models to add and subtract simple fractions where one single digit
denominator is 1,2, or 3 times the other.
Invitation to Learn
Ask students if they are only called by one name. Have students
discuss in small groups or share with the whole class different names
people call them. Give the example of someone named “Richard”.
My friend Richard was called “Rich” by his girlfriend, “Rick” by his
coach, “Ricky” by his Mom and “Richard” when he was in trouble. A
boy named Robert was called a lot of different names, but they weren't
bad names, just different names people called him. He was still the
very same person even though he was known as Rob, Robby, Bob &
Bobby—lots of names for the same person. Well, that’s how it is with
FREIDA FRACTION. Her friends call her 1⁄2, her Mom calls her 2/4,
her Dad calls her his little 3/6 and Grandma calls her 4/8. Her teacher
calls her 5/10 and on special occasions she is known as 6/12.
- Do the paper folding squares activity with students to
demonstrate equivalent fractions.
- Use pattern blocks and Pattern Block Equivalent Fractions
- When students seem to understand basic equivalent fractions,
move on to Fraction Tree with pattern blocks. You may want to
demonstrate with the whole class, them move on to working in
small groups or partners and then independently.
- Use I've Got Your Fraction game for review.
- Have advanced learners make Festive Fraction Books with
examples of other equivalent fractions.
- Have matching game cards with equivalent fractions for
students to play with a partner or in a concentration or war
game on their own.
- Have students use fraction cards to play concentration, fish or
war with parents at home.
- Have Student create a personal Frieda Fraction and different
equivalent fractions. Make it into a poster or a short book.
- Pre-assess each child’s concept and understanding of fractions
and equivalent fractions. This could be done in a journal
writing experience. When was the first time you remember
learning what”1/2” is? Write about it.
- Assess student understanding by checking their paper folding
experience and Fraction Tree activities.
- Orally assess a student’s understanding of equivalent fractions
by having them describe to you how to know if fractions are
Meagher, M., ERIC Digest, June 2002, “Teaching Fractions: New Methods, New Resources”
It doesn't matter if fractions are introduced as counting or as
measurements. Teachers often fail to recognize or utilize prefractural
knowledge. Preschoolers recognize what “1/2” is. We often take
an adult centered approach rather than a child centered approach to
teaching children about fractions. Knowledge of fractions falls into
three strands: 1) procedural knowledge, 2) factual knowledge and 3)
Caine, R.N. & Caine, G. (1994) “Making Connections: Teaching and the Human Brain”
Brain research demonstrates that the more senses used in
instruction, the better learners will be able to remember, retrieve, and
connect the information in their memories. By incorporating realistic,
interdisciplinary activities that involve more than one of the child’s
senses, memory pathways become more easily accessed and cross-
referenced for future use.
Created Date :
Jul 10 2008 12:18 PM