Created on: May 27, 2009

Website Address: https://library.curriki.org/oer/Lesson--1-Introduce-Whole-and-One-Half

TABLE OF CONTENTS

- Fun with Fractions: Teacher’s Guide
- Lesson #1: Introduce Whole and One-Half
- Lesson #2: More About One-Half
- Lesson #3: Practice with One-Half
- Lesson #4: Introduce Numerator and Denominator
- Lesson #5: Going Beyond One-Half
- Lesson #6: Making Fractions I
- Lesson #7: Making Fractions II
- Lesson #8: Comparing Fractions I
- Lesson #9: Comparing Fractions II
- Lesson #10: Fraction Bingo
- Lesson #11: Fraction Matching Game
- Lesson #12: Writing a Fraction Story I
- Lesson #13: Writing a Fraction Story II
- Unit Resources (Printables)

IN COLLECTION

Prior to beginning the lesson: (1) Photocopy the

**Learning Objectives:**

Students will be able to:

- Explain the concept of 1/2.
- Explain the concept of whole.
- Demonstrate 1/2.

Lesson Introduction: Display

- Ask students:
*How did Isaiah and Brandon solve their problem?*Possible answers: they shared; they cut the pizza into pieces. Make sure students understand the pieces were equal. - Explain:
*Isaiah started out with a whole pizza.*Display**vocabulary card****whole**on the board. Explain whole. - Next, explain:
*He divided his pizza into parts*. Display**vocabulary card****part**on the board. Explain part. - Next display
**vocabulary card****fraction**on the board. Explain:*A fraction is when you have parts of a whole. Isaiah ate part of the pizza so he ate a fraction of it. Brandon ate part of the pizza so he also ate a fraction of the pizza. Does anybody know what fraction of the pizza he ate?*Elicit response onehalf. Display**vocabulary card****1/2**on the board. - Ask students:
*How many parts were there total?*Explain:*That is how we get the two for the bottom of the fraction one-half.*Then ask:*How many parts did Isaiah eat?*Explain:*That is how we get the one for top of the fraction one-half.* - Tell students:
*Now you are each going to get your own pizza to share.*Distribute**Pizza Cut-Out Sheet.**Students should color their pizza, cut it out, cut it into two equal parts, and label each part one-half.

Teacher should monitor independent student work and provide one-on-one assistance as necessary.

National Council of Teachers of Mathematics (NCTM) Number and Operations Standard:

- Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

- Build new mathematical knowledge through problem solving.
- Recognize and apply mathematics in contexts outside of mathematics.

Lesson1Resources.FunwithFractions.pdf |