comparing and ordering fractions. bell ringer: page 45 in jbhm binder (dok 1)

Comparing and Ordering

Fractions

Bell Ringer:

Page 45 in JBHM binder (DOK 1)

Focus/Introduction:

• Why do we need fractions?

• What would your life be like without fractions?

• The language you use every day would certainly need to change. You could never tell a friend to break a candy bar in “half” to share with you. You could only tell them to break it into 2 pieces. A glass containing water could never be described as “half full” or “half empty.” How could you describe the glass? There would be no such thing as a “quarter till five” when telling time. You could never say you are “halfway” there when traveling.

• Your teacher could never tell you to use a “quarter of a piece of poster board” for your science project. You could never tell your friends and relatives that you are “eleven and a half” years old.

Guided Practice:

• Tell students to pretend they have received a big cookie as a reward for doing well on the MCT2.

• Ask the following:• Would you rather have 1/16 of the cookie or

1/8 of the cookie? Certainly you would want the bigger-sized piece. How could you figure out which piece would be bigger?

• Provide possible solutions to the problem. • We are going to work in pairs. You will need

colored pencils and scissors.• One student in each pair should use a colored

pencil to divide one cookie into 8 equal parts. The other student should use a different colored pencil to divide a second cookie into 16 equal parts.

• Now, one of your cookies is divided into eighths and the other cookie is divided into sixteenths.

• Label each sector of the circles as 1/8 or 1/16.

Take your pick!!!

You may follow along in your JBHM binders on pages 116 through 118.

• Fraction - A number that represents part of something.

Numerator top numberDenominator bottom number

Numerator tells how any parts.Denominator tells how many equal parts in the

whole.

In this fraction, 1 is the numerator and 4 is the denominator.

4

1

What is the numerator?What is the denominator?

11

6

The meaning of a fraction:

1. A fraction can name a part of one thing. A large pizza has 16 pieces. If you eat 6 pieces, you have eaten of the pizza.16

6

The meaning of a fraction:

2. A fraction can name a part of a collection. of the shapes are rectangles.

3 hexagons 2 rectangles

5

2

The meaning of a fraction:

• Total number of students in the class _____• Total number of boys _____• Total number of girls _____

• What fraction of the class is girls and what fraction is boys?

• These fractions represent part of the whole class.

• Blue eyes _____• Green eyes _____• Brown eyes _____

• What fraction of the class have blue eyes?• What fraction of the class have green eyes?• What fraction of the class have brown eyes?

Types of Fractions:

Types of Fractions:

Converting improper fractions to mixed numbers

• Improper fractions can also be written as mixed numbers.

How can we go from an improper fraction to a mixed number?

1.Divide the denominator into the numerator.2.Rewrite your final answer.

Converting mixed numbers to improper fractions.

• How can we go from a mixed number to an improper fraction?

1.Multiply the denominator time the whole number.

2.Take that product and add the numerator.3.That answer becomes the new numerator. 4.The denominator stays the same as the

original mixed number.

Strategy: Complete the circle.

+4 -

Start with the denominator then multiply by the whole number and finally add the numerator to complete the circle.

3

2

Examples:

Independent Work/Activity:

• 4 or 5 dominoes to each student. • Look at the dominoes and write each one as a

proper fraction and an improper fraction. • Then convert the improper fraction to a mixed

number. • After doing this for all the dominoes, get with

a partner and check one another’s.

Closure:

• Use the L3 procedure to complete the following:• List – List what you now know about fractions

and mixed numbers.• Learn – What else do you need to learn about

fractions or mixed numbers, and what did you learn that you did not know?

• Link – How can you link what you learned about fractions and mixed numbers to everyday life?