Ask students to split themselves into groups that represent certain fractions.
For example: "Split into half", "Split into quarters", "One half of you, sit down."
Observe student undrestanding of fractions.
2 Direct Instruction
Watch Brain Pop Jr video about fractions (Basic Parts of A Whole).
3 Guided Practice
As a class, teacher projects the app on the board and completes a few activities as a class. This will both introduce the app to the students and show them how to use it.
4 Independent Practice
Students independently practice the app. While students are working the teacher(s) circle the class and note any students who are having difficulties (and work alongside them to clarify content).
5 Wrap Up
Students can sit back at the front, and together as a class, review the numerator and denominator (can do this simple with the sheet of paper).
Optional formative: students can get a white board, marker and eraser (or paper and pencil) and either write down the fractions the teacher draws or draws the fraction the teacher writes.
Example: teacher writes '3/4' and students draw a picture to represent it
Key Standards Supported
Number And Operations—Fractions
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.