Fractions,+Investigation+2

Session 2.1 (Monday)
Learning Targets:
 * I can explain what fourths are.
 * I can fold a square into fourths in different ways.
 * I can reason about whether all fourths of a square are equal sizes.


 * Review one and a half, etc from Tuesday. Have students practice it on white boards and go over notation carefully. Act out with crackers.
 * Give students a square piece of paper. Ask them to fold it into halves. First ask them to guess where the fold will go. Then they fold it, crease it, and open it to see the shapes they made.
 * Share ways of folding. Double check that everyone made 2 equal parts, and notice that there are two ways to make the square into halves. (2 triangles and 2 rectangles). Make a class chart with these two ways on it.
 * Ask: "What do you think will happen if you fold the half in half again? What will it look like?" Get some descriptions.
 * Before students open up the paper, ask how many parts they think it will have now, and what shape the parts will be. Open up the papers and check predictions.
 * Ask: "How many pieces does your paper have now? Are they equal parts? What do we call it when we have 4 equal parts?"
 * Put the word "fourths" on the board. Write 1/2 on the board.
 * "If this is how to write 1/2, how would you write 1/4? How about 2/4, 3/4, 4/4?"
 * Students label each fourth of their square with 1/4 and then color each square a different color.
 * Teach them the word "quarter" as well.
 * "When have you heard the word "quarter" before?" Connect to quarters of a dollar.
 * "How much is a quarter worth? If a quarter is 25 cents, and a dollar is 100 cents, why is a quarter called a dollar?"
 * Make a number string for 25 + 25 + 25 + 25 on the board and ask students to figure out the total.
 * So 4 quarters make a dollar. Quarters are quarters, or fourths, of a dollar.
 * If anyone mentions time, talk about 15 minutes as being a quarter of an hour.
 * Compare ways students made fourths. See who made it the same way, and how many ways there are to make fourths. (4 squares, 4 rectangles, 4 triangles). Put these ways on a class chart.
 * Give everyone another square of paper. Ask them to make it into fourths a different way from how they did it the first time. Have them label the fourths. Give them a third square and have them try the third way as well.
 * Ask students: "Imagine these squares are sandwiches. You and 3 friends are going to share them. Which way would you like to cut them in order to share them? Is one way more fair than another, or are all the quarters the same size? How can you find out if all the quarters are the same size? Prove your answer." Students may use tiles or other tools to try to figure it out. They may need some help / direction to help them think of ways to prove it.
 * Share their discoveries and methods of finding out if the fourths are equal.

Session 2.2 (Tuesday)
Learning Targets:
 * I can identify halves, fourths, and thirds.
 * I can write halves, fourths, and thirds correctly.

> powerpoint to use: [|U7S2.2.ppt]
 * 1) Start by reviewing 3 1/2 notation again with white boards.
 * 2) Follow lesson on thirds / world flags as written in curriculum. [|U7S2 balloons.doc]
 * 1) Students do fraction flags activity at seats, Student Activity book page 2

Session 2.3 (Wednesday)
Learning Targets:
 * I can identify halves, fourths, and thirds.
 * I can name fractions with numerators greater than 1. This means the top number in the fraction is greater than 1.


 * 1) Follow lesson as written in the book. Powerpoint: [|U7 S2.3.ppt]
 * 2) Students do pages 27-30 in Student Activity book. Have different students start on different pages (some on page 28, 29, 30, etc)

[|World flag database]

Session 2.4 (Thursday)
Learning Targets:
 * I can identify halves, fourths, and thirds.
 * I can name fractions with numerators greater than 1. This means the top number in the fraction is greater than 1.


 * 1) Review yesterday's powerpoint. Finish work in student workbook.
 * 2) Make fraction flag posters as described in the lesson.
 * 3) Have the discussion outlined in the curriculum:
 * Are the flags on the right posters? Do you want to move any?
 * Ask why each flag belongs on each poster? Why is this one here where it says 1/3, 1/3, 1/3?
 * If this flag has two colors and is divided into two parts, why isn't it on the 1/2 and 1/2 poster?

Session 2.5 (Monday)
[|U7S2.5.ppt] Follow lesson as in book. Handout to accompany the powerpoint: [|session2.5handout.doc]

Worksheets to practice: [|FriendsatplayU7S2.5.doc]

Final Assessment (Wednesday
fractions quiz quiz.doc [|halves review.webarchive] [|fraction review.doc]