Fractions Day 2 2.

3 The student will a) identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths; b) write the fractions

Objectives: Students will know fractions are equal shares of a whole. Students will understand that the fraction name tells the number of equal parts in a whole. Students will be able to show pictorial representations of a unit fraction. Materials: Fraction Book Fraction Circles Coloring Utensils Fraction SmartBoard Activity Doc Camera Procedure: 1. Do fraction SmartBoard Activity with students. 2. What do you notice about all the pieces? 3. What is the top number called in a fraction? What is the bottom number in a fraction called? What do they mean? 4. How many equal pieces in a half, third, fourth, fifth, etc? 5. Have students identify fraction names. (ex. Halves, thirds, fourths) 6. Walk students through writing unit fractions based on a fraction picture. 7. Continue working on fraction book. 8. Distribute circles. Ask students what they should color if I wanted to represent one half, one third, one fourth, etc. 9. Model how to color the fraction. Continue emphasizing vocab denominator and numerator. 10. Write fraction names on the sheets. 11. What do you notice about the pieces? What do you notice about the denominator? As the denominator gets larger what happens to the pieces? 12. What is one thing you learned about fractions today? What is the top number in a fraction called? What is the bottom number called? Assessment: Formal assessment will occur at the end of the unit. Students will be informally assessed throughout the lesson via questioning. Students fraction books will be checked for accuracy.