1 / 7

Composing and Decomposing Fractions

Composing and Decomposing Fractions. Unit of Study: Addition and Subtraction of Fractions with Like Denominators Global Concept Guide: 1 of 3. Content Development.

emmy
Download Presentation

Composing and Decomposing Fractions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Composing and Decomposing Fractions Unit of Study: Addition and Subtraction of Fractions with Like Denominators Global Concept Guide: 1 of 3

  2. Content Development This GCG provides a foundation for students as they learn to add and subtract fractions. Through the problems in this GCG, students will develop an understanding of how to compose and decompose parts that refer to the same-size whole. They will also identify situations when joining or separating fractions does not work due to different-size wholes. NOTE: In order to complete Unit 7 and assess prior to Winter Break, it may be beneficial to combine Day 1 and Day 2 of this GCG into a single lesson. • “For computational understanding, it is critical students know that: • Fractional parts are equal sized portions or equal shares of a whole or unit. (Many students think that the parts have to look the same, when really it’s the size of the part that has to be the same.)” • The special names for the numbers that make up a fraction tell how m any equal-size parts make up the whole (the denominator) and how many of the fractional parts are being considered (the numerator). • The National Mathematics Advisory Panel (2008) notes that one key instructional strategy to link conceptual and procedural knowledge of fractions is the ability to represent a fraction on a number line.” - 3-5 Activities to Undo Math Misconceptions, p. 42

  3. Refer to the Enrich/Reteach/Intervention slide at the end of this PowerPoint for ideas to differentiate instruction throughout this GCG as needed.

  4. Day 1 • EQ: When can you add or subtract parts of a whole? • Engage students with the problem below. Give them the option of using various manipulatives, such as pattern blocks, fraction bars and circles, and counters. • Ms. Clark has 3/6 of one pie and 1/6 of another pie left over from a bake sale. She wants to combine all the pieces so they are on the same dish. How much pie will be on the dish? Justify your answer with a model and record an equation to represent your model. • Monitor students while they are solving and select students to share and compare strategies. Use “Teach and Talk” questions on Lesson 7.1 TE p. 267 to deepen understanding. • Ask students, “What if Ms. Clark ate 2 pieces of the pie? How much would be left on the dish? Students should create a model and record an equation. Again, select students to share and compare strategies. Use “Draw Conclusions” questions #1-3 on Lesson 7.1 TE p. 268 to facilitate a whole group discussion . • Use “Make Connections“ from Lesson 7.1 TE p. 268 to reinforce that you can only join or separate parts that refer to the same-size whole. • Students should work with a partner on SE p. 269 #7. Use “Go Deeper” in the margin of the TE p. 269 to help facilitate a whole group discussion. • By the end of Day 1, students should be able to identify situations in which they can add or subtract fractions, and those when they can’t. • Evidence of Learning: Lesson 7.1 SE p. 270 #8

  5. Day 2 • EQ: How can you decompose a fraction into a sum of fractions with the same denominator? • Engage students with Lesson 7.2 TE p. 272 “Example 2” problem. Provide students with various manipulatives, such as pattern blocks, fraction bars and circles, and counters. Pairs of students should create models (drawings or using manipulatives) to show 3 different ways Kevin and Olivia could share pizza and write an equation for each model. • While pairs are working, monitor for models of different ways to partition the pizza. Have students present their models and matching equations. Ask HOT questions, such as: How many dishes would we need to show the pizza as a sum of unit fractions? How does your model support your solution? How does your equation represent your solution? • Give students the opportunity to independently solve SE p. 274 #10. Facilitate whole group discussion on how the numerator relates to the number of unit fractions in their equation. • Students should practice decomposing fractions into sums of fractions using Lesson 7.2 questions referenced in the GCG. • By the end of day 2, students should be able to write fractions as a sum of fractions, including as a sum of unit fractions. • Evidence of Learning: SE p. 274 #11 AND write 9/12 as a sum of unit fractions.

  6. Enrich/Reteach/Intervention • Re-teach: • R55 – writing fractions as sums • Core and Enrich: • Give ‘Em Chocolate– NC Department of Public Instruction lesson on building fractions from unit fractions • Mixed-Up Sums (E55) – students match up fractions with expressions • Decomposing Fractions Activity Card

  7. Literature for your Classroom Library

More Related