Fractions,+Investigation+1

Session 1.1 (Wednesday)
Learning targets:
 * 1) I can break an object into halves.
 * 2) I can break a group of things into halves.


 * Make sure you have red / blue crayons for everyone in the class!***

Alternative introduction to the one in the book:

Instead of talking about one-half, use the language of //halves//. Stress that //halves// are //two equal parts.// Give examples of two parts of things that are not equal and ask if they are halves. (For example, with pattern blocks, are a triangle and a rhombus halves of a trapezoid?) Give students pattern blocks and have them try out different combinations two see which are halves and which are not. Keep reminding them that halves are two equal parts. (I say that there is a magic number and a magic word. The magic word is always //equal//. The magic number is 2 for halves, 3 for thirds, 4 for quarters, etc.)

Here is a poster I have made with classes, as an example.



Here is the powerpoint for this lesson: [|U7S1.ppt]

larger pictures for splitting a sandwich / stickers in half: [|U7L1sandwich.doc]

Students can work on the pages in the workbook as per the lesson. Then come back and share at the end, always checking that each division makes //two equal// parts.

Session 1.2 (Thursday)
Learning targets:
 * 1) I can break an object into halves.
 * 2) I can break a group of things into halves.

Halves of geoblocks / halves of balloons bunches See lesson in curriculum

New worksheet versions: geoblocks [|geoblockfractions.doc] balloons [|balloonbunches.doc]

Extension: Unit 7 page 11-12 in student book

Session 1.3 (Friday)
Learning targets:
 * 1) I can break an object into halves.
 * 2) I can break a group of things into halves.

Review balloons bunches and send some students off to do a few more. [|balloonbunches2.doc]

Keep the other half on the rug to go through Halves / Not Halves on the rug, teacher-led. It shouldn't take too long.

Then switch groups.

Session 1.4 (Tuesday)
Learning targets:
 * 1) I can split an odd number of objects in half.
 * 2) I can write one and a half, two and a half, etc.

Review halves of pattern blocks. Hold up a blue rhombus and 2 green triangles. Are the triangles halves of the rhombus? Are there 2 parts? Yes. Are they equal? Yes-- they are halves. Hold up a trapezoid and a rhombus and a triangle. Are the rhombus and triangle halves of the trapezoid? Are there 2 parts? Yes. Are they equal? No. So they are not halves. Hold up a hexagon and 2 trapezoids. Are the trapezoids halves of the hexagon? Are there 2 parts? Yes. Are they equal? Yes -- they are halves.

Use powerpoint for introducing One and a Half. [|U7S1.4.ppt]

Practice with something students can break in half (ie. graham crackers).

Pull up two students, and ask them to share an odd number of the crackers. Demonstrate, and talk about how to write 1 1/2, 2 1/2, etc.

Students go to work on Unit 7 Page 17-18.

[|U7S1.4ass.doc]