Week Twenty Two – Mixed and Improper Fractions

**This is not an easy concept for kids. They are so used to the idea that the “top number” must
be smaller than “the bottom number.” Go slowly, proceed with kindness because for some kids
this could be you’re like teaching in a completely different language**
Day one – Pizza problems
Goal
- Introduce improper and mixed number fractions
Subordinated tasks
- Constructing and deconstructing number
Delivery
- Random groups, vertical surfaces
- You are going to start with fraction splat as a refresher for fractions. Make sure kids are
talking, that’s the point of this activity.
- Talk about your love of sandwiches. Describe a great sandwich you can make and be sure
to tell students that you always finish by cutting your sandwich in half.
o Last week, I made four sandwiches, cut them up and put them out on the table.
How many halves were on the table?
 When you get an answer, show students how to write this as an improper
fraction.  really stress what it means to have 8 halves. Compare to ½,
which means you have 1 half. We are simply counting the total amount of
halves.
o Then I had a half, and my wife had a half and one of my kids had a half. How
many halves are there now? 5/2
 Write the improper fraction on the board.
o How many whole sandwiches are there? 2 whole sandwiches and ½ of a sandwich
o Is it fair to say that 5/2 is the same as 2 and 1/2 ?
- Task for the day: I’m going to order pizza for your group (three people are eating). I will
only order Medium pizzas and the place I order from always cuts their pizza in quarters.
How much pizza should I order:
o 1 whole pizza
o ¾ of a pizza
o 8/4
o 2¼
 Solve using pictures AND numbers
- Give similar questions with thirds.
- If they need it, give similar questions with fifths.
o Lots of emphasis on what is a third, what is a fifth?
- Give questions with halves and quarters
Day Two – Equivalent fractions
**Some students already know how to create equivalent fractions arithmetically, but do not
know what it actually means – use visuals to create a solid conceptual understanding
Goal
- Introduce equivalent fractions
Subordinated Tasks
- Multiples and factors
Delivery
- Table groups for discussion
- Start by projecting a regular hexagon in geogebra. Cut it in half with a line segment and
ask students what you’ve done. Have a student colour ½ of the picture on the board with
a marker, write the fraction next to the picture
o Next, cut the picture into quarters, ask students what you’ve done.
 Point out that you haven’t coloured any more or any less and ask students
what fraction is shaded now?
o Re-do the lines to show sixths, ask kids the same questions, and then write the
new fraction.
 Ask students if they agree with this:
 ½ = 2/4 = 3/6
 Ask students if they notice anything with these numbers
 What would some of the next fractions in this sequence be?
o Put up a square this time and ask students to divide it into thirds. Have a student
colour 1/3.
 Divide it into sixths and get students to identify the new fraction
 Divide it into ninths and get students to identify the new fraction
 Do the same thing with 1/3, 2/6 and 3/9
o What do you notice?
o List the 2 sets of fractions and tell students that these are called equivalent
fractions, ask students if they see any patterns in equivalent fractions.
 You’re trying to get students to discover how to use multiplication to
create equivalent fractions
 If they don’t see it, write some more equivalent fractions and see if
they can notice the pattern
- The next step from here is to introduce the idea of comparing fractions
o Ask the question, “who gets more food, a dog who eats 5/8 of his bowl, or a cat
who eats 2/3 of the same sized bowl?”
 Ask students if this reminds them of any problems we’ve already worked
on (hoping for ratio problems…),
 Remind kids how ratios cannot be compared if they numbers do not match
up, and fractions are the same. You need to have a common denominator
to compare fractions.
 See if any student can figure out how to find common denominators in the
same way they find common ratios. If they can’t, give them some help.
o With any time remaining, have them work on the problem you gave earlier.

Day Three
Goal
- Continue practicing comparing fractions and use mixed/improper fractions as well
Subordinated tasks
- Multiples and factors
Delivery
- Random groups, vertical surfaces
- Today’s question
o When I was in junior high, I played a lot of basketball. We used to have
competitions to see who could run the most in practice. I remember one day in
particular, five of us made a bet.
 The person who ran the least in practice would buy Gatorade for everyone
next practice. The person who was fourth would bring gum for everyone.
The person who was third had to call their mom and try to get her to drive
everyone home after practice. The person who was second had to do
twenty pushups at the end of practice. The person who won didn’t have to
do anything
 I counted the court in halves. I ran half the court 9 times, so 9/2.
 My friend Matt said he ran the full court 3 times and also ran ¾ of
the court at the end of practice  3 and ¾
 My friend Jason ran 3 and 1/3 lengths of the court.
 My friend Justin ran 3 and 2/5 lengths of the court
 My friend Sibi ran 13/3 of the court
o Everyone thought they won. Rank the competitors…
Day 4 – Adding and subtract fractions
Goal
- Practice adding and subtracting fractions
Subordinated task
 - Common denominators
- Convert decimals to fractions
Delivery
- Random partners, cut up sheets, typical practice day
Day 5 – fractions
Goal
- Solve problems with fractions and decimals
Delivery
- Random groups, vertical surfaces
- I’m going to get cake. There’s a store downtown that sells cake in the strangest amounts.
o I can order a piece that’s
 ¼ of a cake
 2/5 of a cake
 0.3 of a cake
 3/7 of a cake
o Assuming that I love cake more than anything and I would always want to eat the
most cake, which piece should I buy?