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Learning Objective

Unit Fraction. numerator. 1. 3. Learning Objective. denominator. We will determine 1 fractions of a whole. What are we going to do? What does determine mean? Determine means ________. CFU. Activate Prior Knowledge.

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Learning Objective

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  1. Unit Fraction numerator 1 3 Learning Objective denominator We will determine1 fractions of a whole. What are we going to do? What does determine mean? Determine means ________. CFU Activate Prior Knowledge • A unit fraction is a number that represents one part of a whole. • The whole must be divided into equal parts. Find the unit fraction of the rectangles. 1. 2. Students, you already know how to determine a unit fraction of a whole. Now, we will use a unit fraction to determine a fraction of a whole. Make Connection 1 1 3 4 The unit fraction is ___. The unit fraction is ___. 1 figure out Vocabulary

  2. Fraction numerator Concept Development 2 1 1 1 1 3 4 4 4 4 Each part isNOT 3 1 4 4 denominator • A fraction is a number that represents2part of a whole. • The whole must be divided into equal parts. • • The numerator represents the number of selected equal parts. • The denominator represents the number of total equal parts. • A fraction can be determined by counting selected unit fractions. CFU Fraction of a Whole Which figure below can be used to represent of a circle? How do you know? A B represents the diagram below. Fill in the blank. The numerator represents _____. The denominator represents ____. In your own words, what is a fraction? A fraction is _________. Counting Unit Fractions NOTdivided into equal parts of the circle is shaded 5 2 3 6 “one-fourth” “two-fourths” B “three-fourths” A A the number of total parts B the number of shaded parts 2 shows Vocabulary

  3. Skill Development/Guided Practice Parts 2 3 Whole Fraction • A fraction is a number that represents part of a whole. • The numeratorrepresents the number of selected equal parts. • The denominatorrepresents the number of total equal parts. numerator denominator How did I/you determine the fraction of the whole? How did I/you interpret the fraction of the whole? CFU Determine fractions of a whole. 3 Read the problem and identify the selected part. (underline) Write the unit fraction of the whole. Determine the fraction of the whole by counting the selected unit fractions. (write) Interpret3 the fraction of the whole. 1 4 2 2 3 4 1 1 The unit fraction is ____. The unit fraction is ____. 3 4 “two-thirds” “one-fourth” “one-third” “two-fourths” 2 2 3 The fraction of the shaded part is ___ . 4 The fraction of the shaded part is ___ . 3 explain Vocabulary 2 2 The numerator represents ___ shaded equal parts. The denominator represents ___ total equal parts. The numerator represents ___ shaded equal parts. The denominator represents ___ total equal parts. 3 4

  4. Skill Development/Guided Practice (continued) Parts 2 3 Whole Fraction • A fraction is a number that represents part of a whole. • The numeratorrepresents the number of selected equal parts. • The denominatorrepresents the number of total equal parts. numerator denominator How did I/you determine the fraction of the whole? How did I/you interpret the fraction of the whole? CFU Determine fractions of a whole. 3 Read the problem and identify the selected part. (underline) Write the unit fraction of the whole. Determine the fraction of the whole by counting the selected unit fractions. (write) Interpret the fraction of the whole. 1 4 2 2 3 4 1 1 The unit fraction is ___ . The unit fraction is ___ . 4 6 two- fourths three- fourths two- sixths three- sixths four- sixths one- fourth one- sixth 3 4 The fraction of the painted parts is ___ . The fraction of the painted parts is ___ . 4 6 3 4 The numerator represents ___ painted equal parts. The denominator represents ___ total equal parts. The numerator represents ___ painted equal parts. The denominator represents ___ total equal parts. 4 6

  5. Skill Development/Guided Practice (continued) Parts 2 3 Whole Fraction numerator denominator How did I/you determine what the question is asking? How did I/you determine the math concept required? How did I/you determine the relevant information? How did I/you solve and interpret the problem? How did I/you check the reasonableness of the answer? CFU 1 2 3 4 5 1 1 The unit fraction is ___ . 5 5 The unit fraction is ___ . “one-fifth” “one-fifth” “three-fifths” “two-fifths” “two-fifths” 3 2 The fraction of the uneaten pieces is ___ . The fraction of the eaten pieces is ___ . 5 5 3 2 The numerator represents ___ uneaten equal pieces. The denominator represents ___ total equal pieces. The numerator represents ___ eaten equal pieces. The denominator represents ___ total equal pieces . 5 5

  6. Skill Development/Guided Practice (continued) Parts 2 3 Whole Fraction numerator denominator How did I/you determine what the question is asking? How did I/you determine the math concept required? How did I/you determine the relevant information? How did I/you solve and interpret the problem? How did I/you check the reasonableness of the answer? CFU 1 2 3 4 5 1 1 The unit fraction is ___ . The unit fraction is ___ . 8 8 “two-eighths” “two-eighths” “one-eighth” “three-eighths” “five-eighths” “one-eighth” “three-eighths” “four-eighths” 5 3 The fraction of the uneaten slices is ___ . The fraction of the eaten slices is ___ . 8 8 5 3 The numerator represents ___ uneaten equal slices. The denominator represents ___ total equal slices. The numerator represents ___ eaten equal slices. The denominator represents ___ total equal slices. 8 8

  7. Relevance 2 3 3 1 2 3 3 2 2 1 • A fraction is a number that represents part of a whole. • The numeratorrepresents the number of selected equal parts. • The denominatorrepresents the number of total equal parts. Determining fractions of a whole will help you measure ingredients for cooking. 1 A cookie recipe requires of a cup of melted butter. Determining fractions of a whole will help you do well on tests. 2 Sample Test Question: 17. What fraction of this shape is shaded? Does anyone else have another reason why it is relevant to determine fractions of a whole? (Pair-Share) Why is it relevant to determine fractions of a whole? You may give one of my reasons or one of your own. Which reason is most relevant to you? Why? CFU A C B D

  8. Parts 2 2 3 4 Whole Fraction • A fraction is a number that represents part of a whole. • The numeratorrepresents the number of selected equal parts. • The denominatorrepresents the number of total equal parts. numerator denominator Skill Closure Determine fractions of a whole. Read the problem and identify the selected part. (underline) Write the unit fraction of the whole. Determine the fraction of the whole by counting the selected unit fractions. (write) Interpret the fraction of the whole. 1 3 2 2 4 Word Bank determine fraction whole numerator denominator “two-fourths” 1 1 “one-third” “two-thirds” The unit fraction is ___ . The unit fraction is ___ . 3 4 “one-fourth” 2 3 “three-fourths” The fraction of the shaded part is ___ . The fraction of the painted part is ___ . 3 4 2 3 The numerator represents ___ shaded equal parts. The denominator represents ___ total equal parts. The numerator represents ___ painted equal parts. The denominator represents ___ total equal parts. 3 4 Access Common Core Two parts of the rectangle to the left are shaded. Explain why does not represent the shaded part. The rectangle is not divided into equal parts. Summary Closure What did you learn today about determining fractions of a whole? (Pair-Share)

  9. Independent Practice Parts 2 3 Whole Fraction • A fraction is a number that represents part of a whole. • The numeratorrepresents the number of selected equal parts. • The denominatorrepresents the number of total equal parts. numerator denominator Determine fractions of a whole. Read the problem and identify the selected part. (underline) Write the unit fraction of the whole. Determine the fraction of the whole by counting the selected unit fractions. (write) Interpret the fraction of the whole. 1 2 2 3 4 1 1 4 The unit fraction is ___ . 8 The unit fraction is ___ . “one-eighth” “two-fourths” “three-fourths” “two-eighths” “one-fourth” “three-eighths” “four-eighths” 4 3 The fraction of the eaten part is ___ . The fraction of the shaded part is ___ . 8 4 3 4 The numerator represents ___ shaded equal parts. The denominator represents ___ total equal parts. The numerator represents ___ eaten equal parts. The denominator represents ___ total equal parts. 4 8

  10. Independent Practice (continued) Parts 2 3 Whole Fraction • A fraction is a number that represents part of a whole. • The numeratorrepresents the number of selected equal parts. • The denominatorrepresents the number of total equal parts. numerator denominator Determine fractions of a whole. Read the problem and identify the selected part. (underline) Write the unit fraction of the whole. Determine the fraction of the whole by counting the selected unit fractions. (write) Interpret the fraction of the whole. 1 2 2 3 4 1 1 The unit fraction is ___ . The unit fraction is ___ . 6 6 two- sixths three- sixths four- sixths two- sixths one- sixth one- sixth 4 2 The fraction of the cleaned part is ___ . The fraction of the dirty part is ___ . 6 6 2 4 The numerator represents ___ cleaned equal parts. The denominator represents ___ total equal parts. The numerator represents ___ dirty equal parts. The denominator represents ___ total equal parts. 6 6

  11. Periodic Review 1 5 5 8 6 4 3 The fraction of the uneaten slices is ___ . The fraction of the shaded part is ___ . 8 5 4 3 The numerator represents ___ uneaten equal slices. The denominator represents ___ total equal slices. The numerator represents ___ shaded equal parts. The denominator represents ___ total equal parts. 5 8 Access Common Core • a. Draw a rectangle. • b. Divide into 6 equal parts. • c. Shade in of the rectangle. • Explain the following: • The numerator represents ___________ • __________________________________. • The denominator represents _________ • __________________________________. 2. a. Draw a circle. b. Divide into 8 equal parts. c. Shade in of the circle. Explain the following: The numerator represents ___________ __________________________________. The denominator represents _________ __________________________________. 5 equal parts shaded 5 equal parts shaded 8 total equal parts 6 total equal parts

  12. Periodic Review 2 4 3 5 6 5 5 The fraction of the shaded part is ___ . The fraction of the painted parts is ___ . 8 6 5 5 The numerator represents ___ shaded equal parts. The denominator represents ___ total equal parts. The numerator represents ___ eaten equal parts. The denominator represents ___ total equal parts . 8 6 Access Common Core 1. Cross out the picture(s) that represents of the pie uneaten. Explain your answer. A B C D E 2. Sam circled the choices that she thought showed of the shape shaded. Decide whether she is correct or not correct. Explain your answer. A B C D E

  13. Periodic Review 3 4 2 6 6 The fraction of the eaten pieces is ___ . The fraction of the uneaten pieces is ___ . 4 2 The numerator represents ___ eaten equal pieces. The denominator represents ___ total equal pieces. The numerator represents ___ uneaten equal pieces. The denominator represents ___ total equal pieces. 6 6 Access Common Core A B C D 1. A pizza was cut into 8equal slices. Kai ate 3slices. Which picture below shows Kai’s pizza? 2. Tanisha needs to paint a total of 5 fence boards. She has already painted 3 boards. Which picture below shows the fence boards she has painted? A B C D Determine the fraction which represents the eaten part, then explain why the other pictures are not correct. Determine the fraction which represents the painted board, then explain why the other pictures are not correct.

  14. Exploring Fractions with Technology If links are broken, please notify us at: feedback@dataworks-ed.com

  15. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies

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