Lesson
Dear Parents,
This is an overview of the first half of our next math module, Fraction Equivalence, Ordering and Operations. Students will start with a review of unit fractions (fractions with a numerator of 1) and explore fraction equivalence and mixed numbers. This leads to the comparison of fractions and mixed numbers and the representation of both in a variety of models. Students will then have the opportunity to apply what they know about whole number operations to the new concepts of fraction and mixed number operations.
We will begin by decomposing fractions and creating tape diagrams to represent them as sums of fractions with the same denominator in different ways (e.g., ). By writing fractions this way, the students will see that representing a fraction as the repeated addition of a unit fraction is the same as multiplying that unit fraction by a whole number. This is already a familiar fact in other contexts.
For example, just as 3 twos = 2 + 2 + 2 = 3 × 2, so does .
We will use this simple form of multiplication of a fraction early in the module so students can become familiar with the notation before they work with more complex problems. As students continue working with decomposition, they represent familiar unit fractions as the sum of smaller unit fractions. They go on to investigate this concept with the use of tape diagrams and rectangular models. Reasoning enables them to explain why two different fractions can represent the same portion of a whole.
Students will use fraction charts, tape diagrams and rectangular models to see how using multiplication can create an equivalent fraction comprised of smaller units, e.g., . Based on the use of multiplication, they will see that they can also use division to generate equivalent fractions, e.g., .
Our comparison of fractions will expand to fractions with unlike denominators. Students will use the relationship between the numerator and denominator of a fraction to compare to a known benchmark (e.g., 0, , or 1) on the number line. Students will also compare fractions with the same numerators. They will find that the fraction with the greater denominator is the lesser fraction, since the size of the fractional unit is smaller as the whole is decomposed into more equal parts, e.g., > therefore . They will support their reasoning using tape diagrams and number lines in cases where one numerator or denominator is a factor of the other, such as and or and When the units are unrelated, students use rectangular models and multiplication, the general method pictured below, whereby two fractions are expressed in terms of the same denominators.
Lesson
Students will apply their understanding of whole number addition (the combining of like units) and subtraction (finding an unknown part) to work with fractions. They will see through visual models that if the units are the same, computation can be performed immediately, e.g., 2 bananas + 3 bananas = 5 bananas and 2 eighths + 3 eighths = 5 eighths. They will also see that when subtracting fractions from one whole, the whole is decomposed into the same units as the part being subtracted, e.g., 1 – Just as in previous modules, students will practice adding and subtracting fractions in word problems using tape diagrams.
For more examples of the strategies described here, there are short video tutorials posted by the Geneva 304 Office of Teaching and Learning at this link:
You can also see video lessons on Simply type these codes into the search field and you will be linked to different lessons:
LZ616
LZ617
LZ618
LZ619
LZ1244
LZ1631
LZ1632
LZ1633
LZ1634