Area Model Unit of Study 6 : Understand Fractions Global Concept Guide: 1 of 3

Content Development  Instruction should begin with sharing tasks.  Students need to understand the difference between equal and unequal parts before they can identify and name fractional parts.  Fractions greater than one and mixed numbers should be embedded within all lessons.  Students should name fractional parts in word form before representing them symbolically (using a numerator and denominator).

Day 1  The focus of Day 1 is fair sharing.  Students should begin their work with fractions through sharing tasks using everyday items such as cookies, pizzas, brownies etc.  Example: How can you share 5 brownies with 2 children, 4 brownies with 8 children, 3 brownies with 4 children etc.  Use a variety of manipulatives (geoboards, pattern blocks, grid paper, fraction circles, fraction strips etc.) to allow students to develop an understanding of the area model of fractions.  Circles are the most commonly used area model, but can be challenging for students to draw and partition. Because of this other models such as rectangles should be used.  Discussion should revolve around fair sharing and equal parts.

Day 2  The focus of Day 2 is fair sharing in multiple ways.  Misconception Alert: Students may say parts of a whole are not equal if they do not look the same, however parts are equal when they take up the same area (no matter how they look).  Utilize grid paper and geoboards or post-its to show all the ways a square can be partitioned into congruent parts.

Day 3  The focus of Day 3 is representing numbers symbolically.  After students gain confidence naming fractions in word form, the symbols should be introduced.  Example: Based on the model below, what do you think the top number, or numerator represents? What about the bottom number, or denominator?

Day 4 The focus of Day 4 is representing fractions greater than one.  Misconception: When given more than one whole, students will incorrectly identify the size of the whole by counting the total number of pieces in both wholes and using that number to name the pieces.  Example:

Day 4  By the end of Day 4 students should be able to:  Justify fair sharing  Understand the relationship between fractional parts and the whole (numerator and denominator)  Name fractional representations in word and symbol form  Create a model based on a given fraction  Represent, name, and identify fractions greater than one using a variety of manipulatives.

Enrich/Reteach/Intervention  Reteach- For students in need of further intensive instruction, utilize the reteach activities within Ch. 7 TE p. 291B and p. 299B.  Enrich- Have students fair share monetary amounts (Enrich Activity, Ch. 7 TE p. 295B) Modify Enrich Activity, Ch. 7 TE p. 299B by changing the size of the whole.  Example: If the red trapezoid represents one whole, what fractional amount does the green triangle represent? What if the rhombus represented a whole, what would the triangle be worth then? If the triangle represented one whole, what would the hexagon represent?