Topicm03778fbe3cfb4ef7_1528449000663_0Topic

A fractionfractionfraction as a part of the wholewholewhole

Levelm03778fbe3cfb4ef7_1528449084556_0Level

Second

Core curriculumm03778fbe3cfb4ef7_1528449076687_0Core curriculum

IV. Common and decimal franctions. The student:

1) describes a part of the whole using fractions.

Timingm03778fbe3cfb4ef7_1528449068082_0Timing

45 minutes

General objectivem03778fbe3cfb4ef7_1528449523725_0General objective

Using mathematical objects, interpreting mathematical concepts.

Specific objectivesm03778fbe3cfb4ef7_1528449552113_0Specific objectives

1. Introducing the concept of the common fractioncommon fractioncommon fraction.

2. Describing a part of the whole usingfractionfractionfraction.

3. Communicating in English, developing basic mathematical, computer and scientific competences, developing learning skills.

Learning outcomesm03778fbe3cfb4ef7_1528450430307_0Learning outcomes

The Student:

- describes a part of the whole using fraction,

- marks the correct part of the whole given in the form of a common fraction.

Methodsm03778fbe3cfb4ef7_1528449534267_0Methods

1. Discussion.

2. Situational analysis.

Forms of workm03778fbe3cfb4ef7_1528449514617_0Forms of work

1. Individual work.

2. Group work.

Lesson stages

Introductionm03778fbe3cfb4ef7_1528450127855_0Introduction

Students prepare circles and rectangles cut out of coloured paper, whose dimensions are 12 cm and 5 cm.

The teacher introduces the topic of the lesson: how to describe a part of the whole using common fractions.

Students look for examples and discuss situations in which you have to divide the whole into even parts, e.g. a pizza for six people. Each person gets one part of the six parts into which we divide the pizza.

[Illustration 1]

Procedurem03778fbe3cfb4ef7_1528446435040_0Procedure

The teacher explains that a part of thewholewholewhole divided into equal parts is expressed by a common fractioncommon fractioncommon fraction.

[Illustration 2]

- a common fraction consists of the numerator, denominator and the fraction bar
$\frac{numerator}{denominator}\leftarrow$ fraction bar,
- the numerator can be any number and the denominator can be any number other than zero,
- the number $\frac{1}{6}$ is read out as one sixth and the number $\frac{3}{5}$ is read as three fifths.m03778fbe3cfb4ef7_1527752263647_0- a common fraction consists of the numerator, denominator and the fraction bar
$\frac{numerator}{denominator}\leftarrow$ fraction bar,
- the numerator can be any number and the denominator can be any number other than zero,
- the number $\frac{1}{6}$ is read out as one sixth and the number $\frac{3}{5}$ is read as three fifths.

Task 1

Students work individually using computers. Their task is to observe how the part of the circle marked in the applet s changes depending on the numbers occurring in the numeratornumeratornumerator and the denominatordenominatordenominator of the given fraction. After completing the exercise, the students present the results of their observations.

[Geogebra applet]

Students should draw the following conclusions:

- the denominator indicates how many equal parts the whole has been divided into,
- the numerator indicates how many parts have been taken.m03778fbe3cfb4ef7_1527752256679_0- the denominator indicates how many equal parts the whole has been divided into,
- the numerator indicates how many parts have been taken.

Task 2

Students fold the circles prepared at home into four parts and the rectangles -into six equal parts. Their task is to colour three parts of each figure and write down both in the form of a fraction and verbally what part of the whole it is.

Task 3

Students write down what part of the figure has been coloured in yellow:

[Illustration 3]

Task 4

Students express the following fractions in words: $\frac{1}{2}$, $\frac{3}{7}$, $\frac{5}{12}$, $\frac{1}{100}$.

Task 5

Students write down in the form of a fractionfractionfraction: two ninths, four fifteenths, two fifths, twenty six forty seventh.

An extra task:

The students’ task is to calculate what part of the week they spend at school, assuming they spend 29 hours at school.

Lesson summarym03778fbe3cfb4ef7_1528450119332_0Lesson summary

Students do the revision exercises. Then together they sum‑up the classes, by formulating the conclusions to memorise.

- afractionfractionfraction illustrates a part of the wholewholewhole which is divided into equal parts,
- a common fractioncommon fractioncommon fraction consists of the numeratornumeratornumerator, denominatordenominatordenominator and the fraction barfraction barfraction bar
$\frac{numerator}{denominator}\leftarrow$ fraction bar,
- the numerator can be any number and the denominator can be any number other than zero,
- the number $\frac{1}{6}$ is read out as one sixth and the number $\frac{3}{5}$ is read as three fifths.

Selected words and expressions used in the lesson plan

fractionfractionfraction

common fractioncommon fractioncommon fraction

numeratornumeratornumerator

denominatordenominatordenominator

fraction barfraction barfraction bar

wholewholewhole