TargetFundamentals Essential Math Skills 3 rd Grade Skill 17. The student will identify fractional parts of whole objects.

Transcription

1 TargetFundamentals Essential Math Skills rd Grade Skill 17 Skill: The student will identify fractional parts of whole objects. INSTRUCTIONAL PREPARATION Materials: red, blue, and green chalk Duplicate the following (one per student unless otherwise indicated): Fractions: Part of a Whole reference sheet What Fraction Is Shaded? worksheet (one per group) Name the Fraction worksheet Prepare an overhead transparency of the following: Fractions: Part of a Whole reference sheet What Fraction Is Shaded? worksheet Name the Fraction worksheet RECALL Before beginning the Review component, facilitate a discussion based on the following questions: What in this classroom is a whole? (Answers could include a chair, a desk, a new pencil, unopened juice, etc.) What in this classroom is less than a whole? (Answers could include a used crayon, a partially eaten snack, a half of a piece of paper, etc.) REVIEW 1. Begin the lesson by telling the class the story below. As you tell the story, draw the picture on the board. Johnny s family went out for dinner last night. They ordered a large pizza (draw a large circle). The pizza was cut into eight slices (divide the circle into eight equal pieces). Johnny s mom ate one slice (use blue chalk to shade in one slice), his dad ate three slices (use red chalk to shade in three slices), and Johnny ate two slices (use green chalk to shade in two slices). TargetFundamentals 00 Evans Newton Incorporated M.17-1 Last printed 1/6/0

2 Ask the following questions: How many slices of pizza did Johnny s family eat? (6 slices) How many slices of pizza are left? ( slices) Tell the class that the amount of pizza eaten and the amount of pizza left over can be described using fractions. Explain that today they are going to use fractions to describe parts of a whole.. Distribute the Fractions: Part of a Whole reference sheet and display the transparency. Review the terms and definitions in the Words to Know box at the bottom of the page.. Then direct attention to the box at the top of the page. Ask how many slices there were in the pizza that Johnny s family ordered (8) and write the number on the line. Explain that the eight slices equal one whole pizza. Tell the class you are going to be finding the fractional parts of the pizza that Johnny and his family ate. Ask for a volunteer to read the rules in the Fraction Rule box. Refer to the pizza drawn on the board as you answer the questions in each box as a class. Keep referring to the Fraction Rule box as different volunteers answer each question. Write the number of slices and the fractions on the transparency as the students write them on their paper (Question 1: 1 slice, 1 8 ; Question : slices, 8 ; Question : 8 ; Question : 6 8 ; Question 5: 8 ).. Place the students in groups of two or three. Distribute a copy of the What Fraction Is Shaded? worksheet to each group. Explain that the question for each problem is the same, What fraction of the shape is shaded? Remind each group to use the fraction rule on the reference sheet to help them. Circulate around the room to monitor each group s work. Now have the groups look at the bottom section of the worksheet. This is a matching section. They need to match the shaded shape to the correct fraction. Move from group to group to ensure understanding. When they have finished, display the transparency and review the answers. Point out the last shape on the worksheet. Tell the class that if all sections of the figure are shaded, the whole figure is shaded. Explain that when the numerator is the same as the denominator, it equals one. Ask the following questions: What would the fraction be if the entire pizza had been eaten? ( 8 8 ) What is another way to say 8? (1 whole) 8 5. Distribute the Name the Fraction worksheet. Have the students work on this individually. When the class has finished, display the transparency and ask for volunteers to share their answers. TargetFundamentals 00 Evans Newton Incorporated M.17- Last printed 1/6/0

3 WRAP-UP To conclude this lesson, have the students write a response using complete sentences to the following prompts in their math journal or on a sheet of notebook paper. Allow adequate time for task completion and then ask various students to share their responses with the class. What is a fraction? (A part of a whole) What does the numerator tell about the fraction? (It is part of the whole set. It answers the question asked.) What does the denominator tell about the fraction? (It tells the total number of equal parts.) Where do you use fractions in everyday life? (Answers will vary but may include when getting gasoline or counting the amount of change you receive from a dollar.) TargetFundamentals 00 Evans Newton Incorporated M.17- Last printed 1/6/0

4 Fractions: Part of a Whole Let s look at the pizza that Johnny s family ate. How many slices were there in all? slices So, slices = 1 whole Question 1: How many slices did Johnny s mom eat? slice Let s write this as a fraction. How many slices were there altogether? slices What fraction of the pizza did Johnny s mom eat? Question : What fraction of the pizza did Johnny eat? Question : What fraction of the pizza did Johnny s dad eat? How many slices did Johnny s dad eat? How many slices of pizza were there altogether? Fraction: FRACTION RULE The number that answers the question is the numerator, and it ALWAYS goes above the line. The total number of equal parts is the denominator, and it ALWAYS goes under the line. Question : What fraction of the pizza was eaten? Question 5: What fraction of the pizza was left over? WORDS TO KNOW Fraction A number that names part of a whole Whole An entire amount Numerator The number above the line in a fraction. It is part of the whole and answers the question asked. Denominator The number below the line in a fraction. It tells the total number of equal parts. TargetFundamentals 00 Evans Newton Incorporated M.17- Last printed 1/6/0

5 Names What Fraction Is Shaded? Directions: Write on the line the fraction of each shape that is shaded Directions: Draw a line from the fraction to the shaded shape it names TargetFundamentals 00 Evans Newton Incorporated M.17-5 Last printed 1/6/0

6 TEACHER S ANSWER KEY What Fraction Is Shaded? TargetFundamentals 00 Evans Newton Incorporated M.17-6 Last printed 1/6/0

7 Name Name the Fraction Directions: Write the fraction that names the shaded part of the shape on the line. If there is more than one line, there is more than one answer TargetFundamentals 00 Evans Newton Incorporated M.17-7 Last printed 1/6/0

8 TEACHER S ANSWER KEY Name the Fraction , , 1 7 TargetFundamentals 00 Evans Newton Incorporated M.17-8 Last printed 1/6/0