Module 5 Lesson 22
- 1. Fractions and Number on the Number Line Module 5: Lesson 22 Objective: Generate simple equivalent fractions by using visual fraction models and the number line.
- 2. Fluency Practice (12 minutes) Whole Number Division (8 minutes) Timing Note: Steps 1 and 2 are timed for two minutes. Step 3 is timed for one minute of testing for each partner. Step 4 is timed for two minutes. Step 1: Students self-select a number and write a set of multiples up to that number’s multiple of 10 vertically down the left hand side of the page (E.g., 6, 12, 18. 24, 30, 36, 42, 48, 54, 60). Step 2: Divide the number by the multiple vertically down the page. Step 3: Change papers and test a partner out of order, e.g. “What is 24 divided by 6?”. Step 4: Redo the process of steps 1 and 2 to see improvement.
- 3. Fluency Practice (12 minutes) Counting by Fractions Equal to Whole Numbers on the Number Line (4 minutes) Materials: (S) Personal white boards (Project number line partitioned into 12 thirds.) Count by thirds. I I I I I I I I I I I I I Write the fractions equal to whole numbers in order from smallest to greatest. Continue beyond those shown on our number line if you finish early. Repeating with halves and fourths are two possibilities.
- 4. Application Problem ( 8 Minutes) Mr. Ramos wants to nail the TV cord against the wall so no one trips. He puts 7 nails equally spaced along the cord. Draw a number line representing the cord. Label it from 0 at the start of the cord to 1 at the end. Mark where Mr. Ramos puts each nail with a fraction. a. Build a number bond with unit fractions to 1 whole. b. Write the fraction of the nail that is equivalent to the cord.
- 6. Concept Development (30 minutes) • Take out your math journal and turn to the page where you glued your fraction strips yesterday. Name the fraction that is equivalent to 1 third. • Now name the fractions that are equivalent to 1 half. • Some of you remember that during our debrief yesterday I challenged you to find another fraction equivalent to 1 half even though it wasn’t shaded. is the fraction you came up with. • Now I want you to work with a partner to look at your fraction strips again. See if you can find other equivalent fractions, shaded or unshaded. Draw and label them on your personal board. For example, using my fraction strips, I can see that and are equivalent. Fourths are just halves cut in half again. Be ready to explain how you know, just like I did.
- 7. Concept Development • (Have students share their work.) Let’s look at 2/3 and 4/6. Talk with your partner. Do you notice a relationship between the numbers in these fractions? • Now look at ¾ and 6/8. Does the same pattern you just noticed apply to these fractions? • You may want to have students repeat the process with whole number fractions if they are unsure. • I’m hearing you say that the numbers in these equivalent fractions doubled. Look again at these equivalent fractions: 2/3 and 4/6. What fraction would we get if we doubled the top and bottom numbers in 4/6?
- 8. Concept Development • (Pass out 3 fraction strips to each student.) Is it equivalent to and ? Fold your strips into thirds, sixths, and twelfths. Label the unit fractions. Then shade and to compare. • What did we do to the equal parts each time to make the top and bottom numbers double? • Did the whole change? • What happens to the shaded area? • So the fractions are?
- 9. Concept Development • Have students glue the equivalent fractions into their math journals and label them. • Show the pictorial models below. • Let’s look at a different model. These 3 wholes are the same. Name the shaded fraction as I point to the model.
- 10. Concept Development • As you point to each model, label with student responses: • Are these fractions equivalent? Work with your partner to use the number line to prove your answer. Be ready to present your thinking. • After students work, have pairs share at tables or select partners to present different methods to the class. Provide other examples using pictorial models and the number line as necessary.
- 11. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Debrief (8 minutes) Let’s review your solutions for the problem set.
- 12. Exit Ticket (3 minutes) This is where you are going to show us that you understand what we learned today! We will learn if you are ready for the next lesson!
- 13. Homework Lesson 22 Homework Worksheet Is Due Tomorrow!