Quarter Two:
At the end of the unit students will be able to:-Identifies fractional parts of drawings or sets
-Describes and represents fractions as #’s on a number line
-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size
-Identify two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
-Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers
-Explain why comparisons are valid only when the two fractions refer to the same whole.
-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole
-Describes and represents fractions as #’s on a number line
-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size
-Identify two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
-Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers
-Explain why comparisons are valid only when the two fractions refer to the same whole.
-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole
Numerator and Denominator Models and Relationships
Fractions on Number Lines
Equivalent Fractions
This chart is up and added to as we create more models. Equivalent fractions helps students add fractions together, such as 1/2 + 1/4. If they know that 1/2=2/4 then the problem could be 2/4 + 1/4= 3/4
Fractions and Decimals
Students need to understand that each fraction has a decimal that means the same thing. Example 1/4=0.25 One way to think about this is to ask students to share a $1.00 between for people. That is finding 1/4 of a dollar and in money it is .25
Students need to understand that 0.5 and 0.50 are equivalent to each other and also to 1/2. In class we discussed place value of decimals and that the number directly after the decimal is the tenths place (think dimes) and the place after that is the hundredths place (think pennies-100 pennies = $1.00)
Students need to understand that 0.5 and 0.50 are equivalent to each other and also to 1/2. In class we discussed place value of decimals and that the number directly after the decimal is the tenths place (think dimes) and the place after that is the hundredths place (think pennies-100 pennies = $1.00)