Fractions in Action PDF
Fractions in Action PDF
Fractions in Action PDF
Have your "whole" group get a "piece" of fun in this sweet and tasty math game!
Learning Objectives
Attachments
Introduction (5 minutes)
Begin the lesson with an introduction to fractions. Ask your students if they have ever had to share
something, such as splitting an apple in half with a friend or a family member.
Explain that today the class will learn about fractions by exploring the different parts of a fraction and
using key vocabulary.
EL
Beginning
Intermediate
Encourage students to talk with a partner about instances in which they have shared before they are
asked to share with the whole group.
Provide a sentence stem, such as "I had to share when ____"
Beginning
Put students into groups with supportive peers or those with the same L1.
Have students utilize reference materials in their L1 to support their understanding of new vocabulary
words.
Intermediate
Allow learners to use bilingual reference materials to support them in learning new terminology.
Ask students to work through additional problems on the worksheet and share their process with the
group using key terms.
Give students in each group their packs of candy with a paper plate. Ask them to open their packs over
the plate.
Have them count each candy piece that comes in their individual packs. Instruct them to use their total
number of pieces as their denominator because that is the whole.
Instruct students to focus on one specific color of candy (e.g., red pieces) and count how many they have.
Tell them to move all of those pieces of candy to the top of their plate. Explain that this number of red
pieces is the numerator because it is how many equal parts out of the whole.
Have them add that number as the numerator and then read the fraction they have written on the plate.
Repeat this process with different colored candy pieces to give students practice creating different
fractions. Then, prompt discussion by asking the questions:
Which color candy did you have the most have?
How does that fraction look compared to the others?
What do you notice about the denominators in all of these fractions?
What do you notice about the numerators?
EL
Beginning
Intermediate
Distribute a copy of the Numerator and Denominator: Basic Fraction Terms workseet to the class and
instruct them to create fractions by recording the numerator and denominator in the correct spot.
EL
Beginning
Invite students to work in a small, teacher-led group. Ask prompting questions to get them to explain
their thinking and understanding of the key terms.
Intermediate
Instruct students to check their work with a partner after they have completed it independently. Make
sure they explain their thinking as they go over their answers together.
Differentiation
Enrichment:
Have your students create fractions for each other to shade in. Instruct them to draw shapes with equal
fractions inside and write a fraction next to it. Invite them to switch with a partner and shade the
fractions in correctly. Alternatively, have them fill out the rest of the Color Fractions worksheet.
Support:
Have students who are struggling work in a small group to complete the task with the student visual
support sheet. Peers can help the student recall the parts of a fraction with the visual support sheet.
Divide the class into groups of four students. Tell them that they are responsible for explaining two
examples on the Numerator and Denominator: Basic Fraction Terms worksheet to their group.
Circulate and observe student conversation, listening specifically for correct explanations of fractions and
what they show.
EL
Beginning
Put students in a small group with supportive peers or those with the same L1.
Reduce the number of problems they need to explain in the small group.
Intermediate
Provide sentence stems for student explanation, such as "I know this is the numerator/denominator
because ____." and "This visual shows ____."
Beginning
Provide students with labels that have the words numerator and denominator on them. Allow them to
place the labels in the correct spot on the fraction.
Intermediate
Have students complete this task with a partner or in a small group with supportive peers.
Provide a sentence stem for students to use in their explanation, such as "I know this visual shows that
fraction because ____."
1. 2. 3.
4 2 3
= = =
7 8 7
4. 5. 6.
5 4 1
= = =
8 4 3
7. 8. 9.
2 2 1
= = =
5 3 5
10. 1 1. 12.
1 5 3
= = =
2 6 4
3 3 6
= = =
6 8 6
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Fraction Terms
A fraction has a numerator and a denominator.
The numerator is the top number above the bar.
The denominator is the bottom number below the bar.
numerator numerator
denominator denominator
numerator numerator
denominator denominator
numerator numerator
denominator denominator
numerator numerator
denominator denominator
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