Activity 4
Fraction strips
1. I will give each student a set of precut fraction strips made from construction paper. Then I will have the students arrange the strips based on color. Each fraction will be a different color to help students to see the size of each fraction once they fold them into strips. This will also make it easier for them to represent different fractions.
2. Use a fraction strip based on color to model ½. Next, I will have a student call out a fraction and model how to fold the strip to show that fraction. For an example they could call out 3/4. I will ask students should each part be equal? They should answer yes.
3. I will ask the students what each whole fraction strip is equal to? I will demonstrate how each fraction strip is equal to one whole and use this idea to introduce the idea of equivalent fractions. I will ask how many halves equal one whole? I will ask how many fourths equal one whole, etc.?
4. I will ask students to use the fraction strips to identify 1/2. Next, I will see if they can find other fraction strips that are the same size as the 1/2 fraction strip. I will take time to explain for example, why three 1/6 strips are equal to 1/2. I hold both strips up to show students that the strips are the same size. At this time, I will introduce the word “equivalent” as “the same” or “equal to”. Once students identify fraction strips that are same size, I will emphasize that this is the reason they're called equivalent fractions. I will have the students arrange the strips in a square, with the largest strips on top and the smallest on the bottom. That way they can get an idea of how each fractional part compares in size to the others. I will use the fraction strips to show and explain that as the denominator gets larger, the fraction gets smaller.
Fig. 6
Figure 6 shows fraction strips for 1 whole strip and half a strip. I will have students use the first strips to divide the third strip into fourths.
Using number 5 as a challenge.
5. I will have the students continue using the strips to model equivalent fractions for 1/4, 1/8, 1/3, 1/5, and 1/6. I will provide a number line that goes from 0 to 10 by ones. This will help students make fifths.
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