# Lesson 2: Creating Common Fractions

Exploring Fractions and Decimals Unit Plan - Year 3 and Year 4 | Lesson 2 | 60 minutes

A 60 minute lesson in which students will represent common unit fractions and their multiples to create a whole.

## Lesson Plan

### Tuning In

- Watch the
*Whole, Halves and Quarters*video on YouTube. Ask the students:- What is it called when we cut a shape or object into two equal parts?
- What is it called when we cut a shape or object into four equal parts?
- What might it be called when we cut a shape or object into three equal parts?

### Teacher Instruction

- Use slides 12-44 of the
*Introduction to Fractions PowerPoint*to revise halves, quarters, thirds, fifths and eighths. Revise the function of the numerator (the number of pieces of the whole you have) and the denominator (the number of pieces that make up the whole). For each fraction, reiterate how many pieces are needed to create a whole.

### Guided/Independent Learning

- Provide each student with either a label or a circle segment from the
*Fraction Wheels*(there are 29 pieces altogether; it may be necessary to select an appropriate number of pieces, according to the number of students in the class). Allow the students to walk around the classroom so they can find all of the matching parts to make a whole circle. They should also find the appropriate label for their fraction. - Once the students have found their group, ask them to sit down and make the whole circle together, using the fraction pieces. Ask each group:
- Which fraction does your piece represent?
- How many of these pieces were needed to make the whole circle?

- Provide each student with a copy of the
*Fraction Flags Worksheet*. Monitor and support the students as they complete the worksheet. Once completed, these could be added to the classroom fractions display.

### Wrapping Up

- Play a game of
*Pizza Fraction Bingo – 1/2, 1/3, 1/4, 1/5*as a class.

## Differentiation

### Extending Students

- Encourage fast finishers to write a number sentence to represent each flag on the worksheet e.g. 1/3 + 1/3 + 1/3 = 1 whole.

### Supporting Students

- Allow less confident students to work on the worksheet at their own pace, completing as many flags as they can in the time available.

## Assessment Strategies

Suggested Assessment Strategies

- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.

## Resources

#### Common Core State Standards alignment

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > **CCSS.MATH.CONTENT.3.NF.A.1**

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.3 > **CCSS.MATH.CONTENT.4.NF.B.3.B**

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

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