# Parts of a Set: Fractions

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Students will be able to divide sets into equal parts and identify the parts using fractional names.

(15 minutes)
• Tell students that today they are going to learn how to represent parts of a Set, or a group of things, that we call fractions.
• Tell them that a FractionRepresents a part of a set, and therefore it is not meaningful without knowing what the total of the set is.
• Show a set of four balls consisting of three soccer balls and one football.
• Ask students what fraction of this set of balls are soccer balls. Answer: three-fourths or three quarters.
• Tell students that you have to know what the whole amount, or total number of items in a set, is to know what the given part represents. Relate it back to your last example by bringing up that you have to know that there are four balls total to know that three quarters of them are soccer balls.
• Have five girls and three boys come to the front of the class. Ask the class what fraction of the group is girls. Ask the class what fraction of the group is boys. Remind them, if needed, that each is a fraction out of eight.
• Show a set of shapes containing four squares and three rectangles. Ask what fraction of these shapes are triangles. Answer: zero out of seven.
• If more examples are needed, you can collect shoes from students and determine what fraction require laces, or bring students to the front of the class and determine what fraction are blonde or brunette.
(15 minutes)
• At this point, review the notion that we have to know what the total amount of the set is before we can say what the fraction is.
• If you feel the students are ready, you can introduce the notion of a DenominatorAs being the total amount in the set. Create an example and write your denominator under the fraction line.
• Show a stack of text books and ask your class what fraction are maths books, science books, or story books.
• Tell students that a NumeratorIs the specific item within a set that the fraction is about.
(20 minutes)
• Divide your students into groups.
• Give each group a set of counters or coins.
• Have each group choose twelve 2-sided counters and set them out on the desk, breaking them into three groups.
• Ask them to flip over one group so that they have two groups of four of one colour and the third group is a different colour.
• Ask what fraction of the whole set is one colour, then ask what fraction of the set is the other colour (or heads and tails if your class is using coins.)
• Ask students how many counters are in one-third of the set.
• Have students arrange the counters so that one-fourth of them are [a colour of your choosing].
• Ask students to rearrange counters into six equal groups all with the same colored side up.
• Tell them to flip the counters in one group. Ask them what fraction of the set is [a colour of your choosing].
• Tell your students to flip another group. Ask them what fraction of the set is [a colour of your choosing].
• Have them flip another group. Ask them what fraction of the set is [a colour of your choosing].
• Ask students to arrange the counters so that one-fourth of them have [a colour of your choosing] sides showing.
• Ask students to share what they have found out from this activity.
(10 minutes)
• Pass out Colorful Plants: practising Fractions.
• Have the students write and draw about fractions of a set in their maths journals. If using the maths journal, have them draw something easy to draw and colour, such as circles or squares. You will collect these for assessing once they are finished. This will help you know what the students have learned.
• Support:For students who are struggling, spend additional time helping them grasp the notion of parts of a whole. You might also draw a couple of examples in their journal and ask them to explain it to you that way.
(10 minutes)
• Circulate as groups are working and determine whether or not students understand the lesson.
• Grade the worksheets to check understanding of individual students.
• Mark the journal entries to determine the students' levels of understanding of fractions as parts of a whole.
(5 minutes)
• Have students take out their maths journals and explain with pictures, numbers, and words what they learned about fractions today.

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