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Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
Fraction action!222
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Fraction action!222

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A tutorial on fractions for third graders

A tutorial on fractions for third graders

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  • Everyday Math, grade 3. Math Boxes assess prior knowledge about fractions.
  • Transcript

    • 1. A Tutorial for Third Graders
      By Helen Carbonneau
      EDUC 6305
      July 2011
      Fraction Action!!
    • 2. Part one: Would You Recognize a Fraction?
      ?
      ?
      ?
    • 3. Which of these is a fraction?
      5/3
      3/5
      5/5
      All of the above
    • 4. Which one is a fraction?
      5/3
      3/5
      5/5
      All of the above
      (Keep reading. Fractions are easier to understand when you can see them.)
      Surprise!!
    • 5. Really, you already know a lot about fractions. Here are some common objects that are fractionalized…
    • 6. Each slice is a fraction of the pizza.
    • 7. Each segment is a fraction of the candy bar.
    • 8. Each brick is a fraction of the wall.
    • 9. We don’t always use the word “fraction”. Sometimes we just divide things.
    • 10. “Fraction” is the math word. But there are other words that mean the same thing:
      A small piece
      A slice
      A little bit
      Most of it
      A share of
      The lion’s share
      A portion of
      Leftovers and remainders
    • 11. A fraction is part of something larger. That larger thing is called the “whole” or the “unit”.
    • 12. Did you like that picture?
      Here it is again…
    • 13. This is the wholedoughnut.
    • 14. Here are the fractions. Two halves of the whole doughnut.
    • 15. Fractions can also be part of a set.
      There are 12 candies in this set. 2 of the 12 are red. 2 of the 12 are yellow. 2 are blue. 2 of the 12 are green. 2 of the 12 are orange and the other 2 are brown.
      The fraction is:
      2/12.
    • 16. Fractioning is breaking up or splitting up. To fraction something is to break it apart.
    • 17. It can be broken up even more.
    • 18. It can still be broken up again.
    • 19. Fractioning can occur many, many times. No matter the size, all the pieces are fractions.
    • 20. We use numbers to show the division. These fractions are mathematical expressions.
      ½
      ¾
      5/8
      10/16
      5/4
      999/1000
    • 21. Other words for fractions and whole:
      Full- half full- empty
      Percentages
      Decimals
      Unit and segments
    • 22. Coins are fractions of dollars.
    • 23. End of Part One
      Cooperative group assignment: In your group, read about “Animal Clutches” on p. 218 in your Student Reference Book.
      In journals, write three observations about animal clutches. Bring Reference Books and Journals to Math group.
      In Math group, complete a parts-and-total chart using data from “Animal Clutches”.
      Assessment: At your desk, complete Math Boxes in Student Math Journal, p. 36.
    • 24. Part Two: The Fractions
    • 25. Fractioning is breaking up a whole.
    • 26. Some fractional parts have names.
      Half ½ Third 1/3 
      Fourth ( or quarter) 1/4                  
      One fifth 1/5
       Three quarters 3/4                  
            
    • 27. Money fractions have these names:
      Cent or penny (1 ¢)
      Nickel (5 ¢)
      Dime (10 ¢)
      Quarter (25 ¢)
      Half Dollar (50 ¢)
    • 28. Remember: The fractions are equal parts of the whole.
    • 29. In math, we refer to the whole unit as an integer.
    • 30. Fractions are written like this.
      The top number is the numerator.
      The bottom number is the denominator.

    • 31. The denominator is downstairs.
      9/10
      Denominator
    • 32. The numerator is in the attic.
      9/10
      Numerator
    • 33. The fraction tells how many pieces of a whole unit we are dealing with.
      5/6
      2/3
    • 34. End of Part 2
      Journaling activity: Use geometry blocks (2 colors)to construct fractional models. Refer to the instructions at the table.
      Assessment: At your desk, write a paragraph in your journal about what your understanding of fractions.
    • 35. Part three: Fun Fraction Sites
    • 36. Here are some great sites for kids to learn more about fractions.
      This was just the beginning. There is much more to learn about fractions.
      These sites will help you to practice.
      “What are Fractions?”
      http://tinyurl.com/6glkx64
      “Fraction Dominoes” http://tinyurl.com/6h38eh8
      “Fractions” tutorial http://tinyurl.com/ax9wb
    • 37. More Fraction Sites for Kids
      “Adding Fractions with Like Denominators” http://tinyurl.com/5tcntat
      “Subtracting Fractions with Like Denominators” http://tinyurl.com/633rwp9
      “Comparing Fractions” http://tinyurl.com/658wxd9
    • 38. More Fractions Sites for Kids
      “Visual Fractions” http://www.visualfractions.com/
      “Fresh Baked Fractions” http://tinyurl.com/8d54a
    • 39. West Virginia CSO reference
      M.O.3.1.5
      demonstrate an understanding of fractions as part of a whole/one and as part of a set/group using models and pictorial representations.
      Source: http://tinyurl.com/6camqbz

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