Make a New Fraction Bar (Large Group)
Purpose: Reason flexibly between unit fractions, proper fractions and wholes using continuous model
Description: Students use a rectangle representing a non-unit proper fraction to produce a different non-unit proper fraction.
What To Say and Do
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1
Provide each student with one rectangle and say, “If the rectangle you have is three-fifths of the whole, draw the fraction two-thirds.”
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2
Observe how students use the proper fraction to draw the corresponding proper fraction.
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3
Once students have the new proper fraction drawn, ask them to turn and share with a partner to discuss their process for creating.
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4
Facilitate a group discussion about how students used the proper fraction to create the new fraction. Consider using the following questions:
- What did you think about that helped you begin this task?
- How did you use the proper fraction strip to draw the new fraction?
- How did creating the whole fraction from the given fraction help you create a new fraction?
- What did you attend to in order to accurately draw the fraction?
- How did your fraction bar compare to your partner's fraction bar?
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5
Continue the lesson by providing students with a new rectangle and presenting a task with a new proper fraction. Examples of tasks to pose: given 3/4 make 2/5, given 4/7 make 3/4
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