Transcript Fraction - Mendenhall-Jr-PLC

PowerPoint created by
Parsheena Berch
Resource: JBHM material
Pictures: Google Images
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:
• Pretend you have received a big cookie as a
reward for doing well on the MCT2.
• 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
Denominator
top number
bottom number
Numerator tells how many parts.
Denominator tells how many equal parts in the
whole.
1
4
In this fraction, 1 is the numerator
and 4 is the denominator.
6
11
What is the numerator?
What is the denominator?
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 166 of the pizza.
The meaning of a fraction:
2. A fraction can name a part of a collection.
2
of
the
shapes
are
rectangles.
5
3 hexagons 2 rectangles
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
x
2
3
Start with the denominator then multiply by the
whole number and finally add the numerator to
complete the circle.
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?