This lesson looks at Fractions as Part of a Collection

Subject:

Math

2, 3, 4

Title – Fraction represent parts of a collection
By – Kristy Brooten
Primary Subject – Math
Secondary Subjects –

Concept to be taught:          A fraction represents parts of a collection, the numerator being the number of parts we have and the denominator being the total number of parts in the collection

I.          Objective(s):          TSWBAT create a fraction by counting up the parts (numerator) of a collection(denominator)
TSWBAT identify number of parts as the numerator and total number of parts in a collection as the denominator

II.          Prerequisite skills:
Fractions as equal parts of a whole; definitions: numerator, denominator

III.          Materials:
Overhead chips, bowls of M&M;’s, crayons

Mathematics as problem solving.
Mathematics as communication.
Mathematics as reasoning.
Mathematical connections.
Fractions and decimals.

V.          Lesson Development

A.          Motivation
Each pair has a bowl of M&M;’s.
Jeannine grabbed a handful of M&M;’s and she had 4 green, 2 blue, 3 yellow and 1 red. What fraction of Jeannine’s M&M;’s are yellow?
Figure out in pairs using the M&M;’s in front of you. Draw me a picture of what you did and write out your fraction. Question about strategies as they work: what is the numerator? The denominator? How did you come up with your answer? Share strategies with class. Some will probably make the connection between the 10 M&M;’s and one whole, making the total number of M&M;’s the denominator and the number of yellow M&M;’s the numerator. Highlight this idea; if no one suggests it, introduce concept of parts of a collection.

B.          Information Getting
Put colored overhead chips on the overhead (matching colors of M&M;’s). How many M&M;’s do we have total? Count – 10 M&M;’s (chips) is the WHOLE group of M&M;’s. The whole goes on the bottom; it’s the denominator. Write out this part of the fraction on the overhead. We’re finding out the fraction for how many yellow M&M;’s we have out of the ten total M&M;’s – the 3 yellow M&M;’s (chips) are the part. Circle the three yellow M&M;’s. The part goes on the top; it’s the numerator. Fill in 3 as the numerator.
What if we wanted to find the fraction for green M&M;’s? Let’s start again with the denominator – how many total do we have? 10. This is the denominator. How many green M&M;’s do we have? Count and circle – we have 6. The is the part, the numerator. So 6/10 of the M&M;’s are green.
Let’s try another problem. Kelly went to the store and bought a bag of apples – 4 yellow apples and 5 red apples. What fraction of the apples are yellow?
Use overhead chips. We first need to find out the total number of apples (9). This is the denominator. Write out this part of the fraction. Count yellow “apples” and circle. This (4) is the numerator. Add 4 to fraction. 4/9 of the apples are yellow.
What fraction of the apples are red? Follow same procedure.

C.          Closure
Guided practice:
Pairs:          Josh went to the store and he bought a bag of apples, too, only his
bag had 3 green apples and 7 red apples. What fraction of the apples are red? Have two sets of pairs draw picture and write fraction on board, discuss. If need more practice, what fraction of the apples are green?
Independent practice:
Pairs:          Worksheet – Marc grabbed a handful of M&M;’s. He got 5 blue, 2
yellow, and 1 brown. What fraction of the M&M;’s are blue? Draw a picture, count up the total (this is the denominator), circle the blue and count (this is the numerator), and write as a fraction.
Review:
Share pair work. Go over step-by-step process on overhead (use chips if needed).
Summarize by questioning: when I have a group of things, how do I make a fraction? What will the denominator be? The numerator?

D.          Evaluation
Pairs:          Worksheet – Lisa grabbed a handful of M&M;’s. She got 3 brown, 2 blue, 4 red, and 2 yellow. What fraction of the M&M;’s are blue?
When finished, compare with the group next to you.
VI.          Integration
Within math: Equal parts of a whole fractions
To life: real life problem