Beruflich Dokumente
Kultur Dokumente
page 152
Geoboards
Lesson 11-2
page 153
Paper, Geoboards
Lesson 11-3
page 154
Lesson 11-4
Geoboards
Geoboards
fractional values.
Lesson 11-5
page 156
page 157
Lesson 11-6
Geoboards
page 158
Lesson 11-7
Lesson 11-8
Geoboards
Geoboards
page 158
Geoboards
other's work.
shapes.
Lesson 11-11
Lesson 11-12
Lesson 11-9
page 159
Lesson 11-10
page 159
People
People
page 159
People
page 160
People
people.
Lesson 11-14
Lesson 11-15
Lesson 11-16
Lesson 11-13
page 160
Word Problems
page 161
Words Problems
page 161
Word Problems
page 162
Paper Folding
Teacher directs students in
page 163
Paper Folding
problems.
word problems.
fractions.
Lesson 11-18
page 164
Lesson 11-19
page 164
Lesson 11-20
Paper Folding
Paper Folding
page 165
Cubes
Teacher directs students in
equivalent fractions.
unlike denominators.
lent fractions.
Lesson 11-23
Lesson 11-24
Lesson 11-21
page 166
Cubes
Lesson 11-22
page 167
Start With-Go By
page 168
page 168
page 169
Go By game.
Go By-Both
80th
Lesson 11-26
page 170
Cubes
game.
Lesson 11-27
page 170
Geoboards
Students multiply whole
common denominators.
subtraction prOblems.
Lesson 11-29
Lesson 11-30
page 172
Geoboards
Teacher guides students in determining fractional values for
lengths, widths, and areas.
page 173
Geoboards
Students record fractional
lengths, widths, and areas
while searching for patterns.
Lesson 11-31
page 174
Geoboards
Students record smaller fractionallengths, widths, and areas
while searching for patterns.
Lesson 11-28
page 171
Geoboards
Students determ ine fractional
values of the smallest square
when other squares are called
one.
Prerequisite chapters:
Chapter 7 for lessons 11-13, 11-14, 11-15
MATERIALS
151
Page 317
Worksheets 7-18
Materials chapter, page 294
Materials
Materials
Materials
Materials
chapter,
chapter,
chapter,
chapter,
page
page
page
page
297
295
296
294
Teacher:
PURPOSE:
whole number
Any more?
UNDERSTANDING FRACTIONAL
VALUES
OJ
...
I 1 1 I
areas
MATERIALS:
Teacher:
Student:
Teacher:
Student:
o
FRACTIONS
r1
tt
Any more?
Hey! That isn't a different way.
The students decide whether the two ways are the same
or different. An interesting discussion is often generated
over what is meant by "the same." If the shapes in the previous two figures are the same, are the shapes in the next
152
- - -
IT:P
Student:
UNDERSTANDING FRACTIONAL
VALUES
-d.
I
PURPOSE:
To create shapes with fractional
paper, then geoboards
areas using
It can also be said one over two, meaning one part of
two parts.
MATERIALS:
The discussion acquaints the students with the meaning
of the fraction one-half. Tearing the paper may be supplemented by any other appropriate divisions, such as cutting
cupcakes in half, or dividing apples.
Although the term "one-half" need not be avoided, it is
easier for students to learn to read it as "one of two parts"
or "one over two." This system of saying fractions permits
students to read and think about what fractional numbers
mean long before they have absorbed the more common
terms such as halves, thirds, fourths, and so on.
Teacher:
Student:
L1
153
LESSON 11-2
Teacher:
Student:
MATERIALS:
The activities in this lesson continue the students' exploration of ways to make shapes containing fractional or
mixed-number areas.
Teacher: As was true for folding and tearing the paper,
each small part of the whole is said to be one part. How
many parts did we divide the square into to get the small
triangles?
Student: Two.
Teacher: Okay, then one triangle is said to be one part of
two. We would write the area of this triangle like this,
t#.
and we would say this triangle has an area of one over
two, meaning its area is one part of two equal parts.
If I say the small square has an area of one, can you make a
triangle on your geoboards that has an area of one over
two?
When the students have made the triangle on their geoboards, the teacher introduces a second name for this particular unit.
IZl
Teacher:
Student:
Teacher:
And another?
UNDERSTANDING
VALUES
FRACTIONAL
PURPOSE:
FRACTIONS
154
Student:
Teacher:
Which of the shapes you are making now look like shapes
you made with areas of one square unit, two, three, and
so on?
Which look like shapes you made with areas of one and
one-half square units, two and one-half, three and onehalf, and so on?
I don't know.
How many units is this?
Student:
Teacher:
One.
How many units is this?
Student:
Teacher:
One-half.
How many units is this?
PURPOSE:
To compute areas for triangular
structed on the geoboard
shapes con-
Student: Two.
Teacher: How do you know?
Student: Because we can count them.
Teacher: Okay. I'll put a line through the two-square unit
area like this. How many pieces did I divide it into?
MATERIALS:
1. Simulated geoboard on a transparency, or
on a large tagboard
2. Geoboards
3. Individual blackboards
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Two.
Then is one piece one-half of the whole shape?
Yes.
What was the area of the whole shape?
Two.
Then what is the area for half of the shape?
I don't know.
155
LESSON 11-4
o
Teacher:
Student:
:"B :"
fSl.
PURPOSE:
To compute areas for triangular
structed on the geoboard
MATERIALS:
1. Simulated geoboard on a transparency,
on a large tagboard
2. Geoboards
3. Individual blackboards
Ii
..
.
"
or
"
"
"
FRACTIONS
shapes con-
156
After the students have explored possible ways of determining the triangle's area, the teacher presents a particular
method to the class, based on what they already know
about finding areas of right triangles_ The only difference
is that for the triangle in the above figure, it may be necessary to use more than one rectangle to compute the area.
Using two rectangles, the teacher divides the triangle into
two parts, and calcu lates the area of each part separately.
When the separate areas are known, they are added together to get the total area for the triangle.
Student: One.
Teacher: Okay. Now I'll copy the triangle onto my recording sheet and write its area inside the shape, like this.
For each new triangle you make up, use a new space on
your recording sheet. If you make a triangle on your
geoboard for which you can't find the area, copy it on
your paper and put a question mark inside.
MATERIALS:
1. Geoboard recording sheet on a transparency, or on a large tagboard
2. Dittoed
copies of geoboard recording
sheet
157
LESSON 11-6
PURPOSE:
To compute areas for assorted shapes constructed on geoboards and recorded on
paper
The students offer suggestions for possible ways of computing the area of this shape. When an area has been found,
the teacher copies the shape onto the recording sheet transparency and writes the area inside. The students then are
ready to construct their own shapes, compute areas for
them, and record both the shape and area on their paper.
The lesson continues as in the preceding one.
The students may create any shape they wish on their
geoboards as long as the rubber band used to make it does
not cross over itself at any point. Shapes made from crossed
rubber bands are reserved for the following leSSOr).
FRACTIONS
158
MATERIALS:
1. Individual blackboards
UNDERSTANDING FRACTIONAL
VALUES
PURPOSE:
To attribute
students
MATERIALS:
1. Individual blackboards
What fraction of your row has short sleeves? Tennis shoes?
Red? A dress or skirt?
Teacher: There is one whole class of students in this room.
How many students are in this room?
Student: Thirty-two.
Teacher: What fraction of the class is each student?
Student: What do you mean?
Teacher: Altogether you are one whole class. Each one of
you separately is a part, or a fraction, of the class. Each
person is one part of 32 parts or the fraction lover 32,
written like this.
I
3;1
Write down the fraction of the class you are on your
blackboard.
When the students demonstrate their understanding that
each of them is 1/32 of the class, the teacher asks them to
answer other questions based on this knowledge:
What fraction of the class are boys? Girls?
What fraction sits in row one? Wears glasses?
What fraction has on long pants? And so on.
The students respond to each question on their black
boards. The teacher scans the boards for a class answer
then writes it on the overhead. The students who have the
class answer share their methods.
The teacher asks them as many questions of this sort as
ti me permits.
ADDITION OF FRACTIONS
PURPOSE:
with fractions
MATERIALS:
UNDERSTANDING FRACTIONAL
VALUES
1. Individual blackboards
Teacher:
Student:
Teacher:
Student:
PURPOSE:
To attribute
students
159
LESSON 11-11
The students who see 5/6 as the answer and not 5/12,
have seen the pattern for adding fractions with like denominators.
The teacher alternates between the two formats in presenting problems to the students: with and without descriptive words. The students should find the answers and,
eventually, the rules for predicting an answer without having
to know what the numbers refer to.
It is not expected that the students will see any connection between the numbers to be added and the numbers in
the answer after only one example. The question is asked
to start them looking for possible relationships.
The teacher continues to create addition problems using
the whole class as the denominator, and varying the groups
of students as the numerator.
The students record the
appropriate numbers on their blackboards.
The teacher
writes the class answer and the numbers for the problem on
the overhead, and the students look for patterns.
When five or six problems and answers are written on
the overhead, the students are given fractions to add without any descriptive words.
SUBTRACTION OF FRACTIONS
PURPOSE:
To create problems involving subtraction of
fractions using the students in the classroom
MATERIALS:
1. Individual blackboards
Teacher: Add these two fractions together on your blackboards. Show me your answers ....
Some of you have
written this, and some have written this.
S
/~
4/3
(;-~
Now, I'll tell you the words for the problem so you can see
which answer it would give us. How many people in row
two?
Student: Six.
Teacher: What fraction of the row is each person?
Student: One over six.
Teacher: What fraction of the row has brown hair?
Student: Two over six.
Teacher: What fraction has black hair?
Student: Three over six.
Teacher: What fraction would I get if I added all brownhaired and black-haired people together?
Student: Five over six.
Teacher: Then what is the answer to the problem on the
overhead?
Student: Five over six.
Teacher: Did the people with that answer see a pattern in
the numbers for other problems that helped them know
the answer wouldn't be five over twelve?
FRACTIONS
== ~
160
for fractional
MATERIALS:
7. Spelling notebooks
2. Lined paper
PURPOSE:
/8
MATERIALS:
1. Spelling notebooks
2. Lined paper
Teacher:
--t-
161
LESSON 11-15
Teacher:
4
8
--
I
I
~----t----I
EQUIVALENT FRACTIONS
I
I
PURPOSE:
Student: Four.
Teacher: And what fraction would each piece be of the
whole sheet?
Student: One over four.
Teacher: Fold it in half again, please. What fraction would
each piece be now?
MATERIALS:
1. Unlined paper
2. Individual blackboards
I
I
I
I
I
I
I
I
I---t--t--i--I
I
I
I
I
FRACTIONS
162
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
whole
Student:
Teacher:
/---------.;t
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---------
4-
3~
8 _ /(,
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/6
3~
.;1.
Jf=
8='" =3:l
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B- 1'-3~
Student: Yes.
Teacher: Okay. Fold your paper in half again. What fraction is the smallest piece?
Student: One over four.
Teacher: How many of the one-over-four pieces are in the
one half piece?
Student: Two.
Teacher: How would we write the answers to one over four
plus one over four?
Student: 2/4.
Teacher: Then can I write this?
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Yes.
How many one over fours are on the whole page?
Four.
How would I write that as a fraction?
4/4.
Do all four parts equal the whole page?
Yes.
Then, can I write this?
EQUIVALENT FRACTIONS
PURPOSE:
Student: Yes.
Teacher: Is four over four the same amount of paper as
two over two?
Student: Yes.
Teacher: Then I could also write it like this.
= ~,2.-'"1-
1. Unlined paper
2. Individual blackboards
4-
The process continues for each fold. In each case successive amounts of the smallest section of paper formed by the
fold lines are related to earlier, larger folds. The teacher
163
LESSON 11-17
I=:~=~=E:.
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:3
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_4
3"- (" -~
.L_;)...
" - /:J-
MATERIALS:
1. Posted lists of equivalent fractions from
Lessons 11-16 and 11-17
2. Individual blackboards
3. Unlined paper
Teacher:
SUBTRACTION OF UNLIKE
FRACTIONS
PURPOSE:
Student:
FRACTIONS
164
Student:
Teacher:
MATERIALS:
1. Posted lists of equivalent fractions from
Lessons11-16 and 11-17
2. Individual blackboards
3. Unlined paper
Yes.
Then I can write it like this.
.if
= 8
Put your stick back together, then break it into two equal
piles. If the whole stick was one, what fraction of the
stick is one of your new piles?
Student: One over two.
Teacher: How many one over eights are in the one over
two pile?
Student: Four.
Teacher: How would you say that in a fraction?
Student: Four over eight.
Teacher: Then I can write it like this.
J./
~=8
EQUIVALENT FRACTIONS
PURPOSE:
To increasethe students' capabilities of finding equivalent valuesfor fractions
MATERIALS:
1. Unifix cubes
2. Individual blackboards
I
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"'I
165
LESSON 11-20
3
cr:::3
EQUIVALENT FRACTIONS
PURPOSE:
To increase the students' capabilities of finding equivalent values for fractions
I
MATERIALS:
Student: Yes.
Teacher: How many one over nines in the fraction two
over three?
1. Unifix cubes
FRACTIONS
5
--
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--
to
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8
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5
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166
many equivalent
fractions.
As
and equivalents in the spaces on
Can you see a pattern for fractions having the same value as
other fractions?
Can you see any patterns to help you to know when two
fractions that seem different really represent the same
number of cubes in a cube stick?
Can you use any of the patterns to help tell you which fractions are going to be the same as others before you break
up your cube stick?
.s8
1/
I~
Student:
Teacher:
Student:
Teacher:
Seventeen.
Okay. Next?
Twenty.
Next?
s
8
II
11-
17
~
PURPOSE:
To learn a game called start-with-go-by
MATERIALS:
1. Individual blackboards
2. Lined paper
5
167
LESSON 11-22
Both
'1
/5
.:JI
II
/3
17
/'1
#{
no assistance, and the fourth on lined paper. For the fifth
example, the students create their own problems.
As the students work, the teacher asks them these questions:
The go-by number tells us how far apart all the numbers in
each start-with-go-by column are. Is there a number that
is the go-by number for the both column as well?
Could you predict the go-by number for a both column by
looking at the go-by number for the start-with-go-by
columns? Why? Why not?
Does the both column always go by the same number?
Will there always be a both column?
Why does the both column do what it does?
Will it always do it?
PURPOSE:
game
MATERIALS:
1. Individual blackboards
2. Lined paper
1. Lined paper
FRACTIONS
168
-1
"
'Ji(
}l4.
18
:18
3~
Both
I;),
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IS
/0
I~
15
"
~
.;1.,5
;JoB
35
3~
3'
.lf5
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PURPOSE:
30
-9P
SO
lJ!<.
MATERIALS:
Both
~O
1. Unifix cubes
2. Individual blackboards
3. Lined paper
~O
The start-with-go-by-both
activity can be combined
with the use of cube sticks to determine the lowest common
denominator for any two unlike fractions.
Teacher:
Student:
Teacher:
Student:
ber.
Student: Twenty.
Teacher: Make a cube stick twenty cubes long and see
what fractions it breaks into. Can you break the cube
stick into one over fours, then one over fives?
Student: Yes.
Teacher: Okay, put a pile of cubes the same as one over
four on your desk, then one over five, too. Have you
got one over four and one over five on your desk?
Student: Yes.
Teacher: Add them together and tell me what you get.
Student: Nine over twenty.
Teacher: Then, one over four plus one over five is nine
over twenty.
169
LESSON 11-25
MULTIPLICATION
OF FRACTIONS
PURPOSE:
To learn how to multiply whole numbers on
a geoboard in preparation
for multiplying
fractions on the geoboard
MATERIALS:
1. Simulated geoboard on a transparency, or
on a large tagboard
2. Geoboards
3. Individual blackboards
4. Lined paper
..
PURPOSE:
To create addition
for fractions
and subtraction
problems
Width
Area
MATERIALS:
1. Unifix cubes
2. Lined and unlined paper
FRACTIONS
Length
170
doesn't
I: : 1
Once the students demonstrate on their blackboards that
they understand recording lengths. widths. and areas. they
create their own rectangles and record the numbers on lined
paper.
Length
Width
Area
.If
1:1.
J{
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J./
1
MULTIPLICATION
PURPOSE:
Width
.If
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1-
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3
3
3
/
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.;2.
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As the students
questions:
OF FRACTIONS
MATERIALS:
Area
-D
Can you see a pattern for length, width, and area that might
help you predict the area for a rectangle before you make
it on your geoboard?
171
LESSON 11-28
MULTIPLICATION OF FRACTIONS
PURPOSE:
To learn values for length, width, and area of
smaller squares or rectangles on the geoboard
when a larger square or rectangle is assigned
the value of one
MATERIALS:
Student:
Teacher:
or
D
. ..
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.......................
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How many spaces are there along the width of the big
rectangle?
Student: Three.
Teacher: When we were working with cube sticks we said
that any number of cubes hooked together could be one.
As soon as we decided how long a stick we were going to
use, we figured out what fraction of the stick each cube
was. We can do that for the sides of this rectangle, too .
If this whole side is one, what fraction of the whole side
would one space be?
Student: One over three.
m
oo- :
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..
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0.
--:
................
FRACTIONS
172
Width
'" 1
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11- :Itt
MULTIPLICATION OF FRACTIONS
Teacher: Why?
Student: Because there are three spaces on that side.
Teacher: That means along this side, the littlest square
has a side with the value of one over three. How many
spaces are along the whole length of the big rectangle?
Student: Four.
Teacher: If this whole length is one, what fraction would
one space be?
Student: One over four.
PURPOSE:
tL-:J
I
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~
Space
Length = 1
r-:-l
LL-J
What is the fractional value for the side of the small square
along the length of the rectangle?
Student: One over four.
Teacher: What is the fractional value for the side of the
small square along the width of the rectangle?
Student: One over three.
Teacher: What is the area of the small"square with respect
to the area of the rectangle?
Student: One over 12.
Teacher: That is recorded like this.
Jf;'~
Area
The teacher uses the same large rectangle until all the
possibilities for squares or rectangles that can be made within its bounds have been exhausted, then selects another. For
simplicity, the inner squares or rectangles are always constructed with one corner at the lower left-hand corner of
the large rectangle. When the students begin devising problems on their own, however, they may wish to see what
difference it makes if the small squares or rectangles are
located in another position.
Length
jj
Width
L
.3
Area
.!.I~
The students record a second example on their blackboards. After this, the students create their own problems
and record each new fractional number on lined paper.
173
LESSON
11-30
MULTIPLICATION OF FRACTIONS
PURPOSE:
To create and record fractional numbers for
lengths, widths, and areas; to examine the
numbers for patterns leading to rules for
multiplic8tion of fractions
MATERIALS:
1. Geoboards
2. Lined paper
3. String or yarn
.. .
.
FRACTIONS
... .
I.
I.
.. . .
..
.. .. .. . . .. .. ..
.. . .. .
I.
174
Is there a one rectangle you can make that gives you fractional values that do not fit the same pattern for length,
width, and area you found when you could only use a
single geoboard?
1/9 on each side and 1/81 for each small square. There is
no limit to the number of boards that may be joined.
As the boards are placed next to one another, the rubber
bands used on the individual boards to form shapes are no
longer adequate.
In place of them, string or yarn may be
used.
175
LESSON 11-31