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Relate Shapes, Fractions, and Area

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Presentation on theme: "Relate Shapes, Fractions, and Area"— Presentation transcript:

1 Relate Shapes, Fractions, and Area
MAFS.3.G.1.2

2 Lesson Opening What is the area of the square below? = 1 square unit

3 What is the area of the square below?
1 2 3 4 = 1 square unit The area is 4 square units.

4 What FRACTION of the whole is 1 square unit?
2 3 4 = 1 square unit A square unit is 𝟏 𝟒 of the entire shape.

5 Can I divide the shape below into thirds?

6 What fraction of the shape does each part represent?
The pink part of the shape represents of the shape.

7 Can I divide the shape below into fourths?

8 Is each part the same size? How do you know?

9 Is each part the same size? How do you know?
1 2 3 Each part is 3 square units.

10 What fraction is ONE of the parts of the whole?
1 2 3 Each part represents of the whole shape.

11 If only 1 2 of a shape is shown below, can I draw the whole shape?

12 If only 1 2 of a shape is shown below, can I draw the whole shape?

13 Check to see that each part has the same area.

14 Check to see that each part has the same area.
1 5 2 6 3 7 4 8

15 I could have drawn it this way also.

16 But I have to check to see that it has the same area.
1 5 2 6 3 7 4 8

17 If only 1 4 of a shape is shown below, can I draw the whole shape?

18 If only 1 4 of a shape is shown below, can I draw the whole shape?

19 If only 1 4 of a shape is shown below, can I draw the whole shape?
Could I have drawn it a different way?

20 If only 1 4 of a shape is shown below, can I draw the whole shape?
Each part has the SAME area even though the parts are not congruent!

21 Your Turn For #1-5, draw lines to divide the shape into parts with equal areas. Write the fraction that each part of the shape represents. For #6-10, draw the whole shape if given only a fraction of the shape. For the Bonus Questions, partition each array into fourths as many different ways as you can.

22 Exit Ticket One half of a shape is shown. What could the whole shape look like? a. b. c. d.


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