5th Grade Math Special Session

Objective 1: Number, Operation, and Quantitative Reasoning

Fractions and Decimals

Austin Independent School District

Elementary Mathematics Department April 2010

Objective 1: Number, Operation, and Quantitative Reasoning TEKS: 5.2 The student uses fractions in problem-solving situations. (A) Generate a fraction equivalent to a given fraction such as and 3/6 or 4/12 and 1/3. Verbs: generate

Lesson 1

Vocabulary: fraction, numerator, denominator, relationship, equivalent Guiding Questions: How are fractions used to describe relationships? What are equivalent fractions? What strategy do you use to find equivalent fractions? What do the numerator and denominator of a fraction tell you? What patterns do you notice when you compare equivalent fractions? Materials Needed: Blackline Master 1, Blackline Master 2, Blackline Master 3, Crayons, 3 blank sheets of paper per student Lesson: 1. Pose problem: (Black Line Master 1) Es el cumpleaos de Jake, de tal forma que su mama trajo un pastel de cumpleaos a la escuela para que compartiera con sus amigos. Jake quera guardar del pastel para compartir con su familia en casa. Qu otras fracciones son equivalentes a ? Hoy estaremos trabajando en la creacin de fracciones equivalentes. Tomemos una hoja de papel para modelar el problema razonado. Esta hoja de papel en blanco representa el pastel que la mama de Jake llev a la escuela. Todos, tomen su papel y dblenlo a la mitad de izquierda a derecha. Cunto del pastel estara compartiendo Jake con sus amigos? (1/2) Ahora, tomen el crayn y coloreen del papel, esto representar la parte del pastel que sus amigos pueden comer. Allow time for students to shade paper. Lean de nuevo el problema y dganme lo que estn intentando buscar? (other fractions equivalent to ) Qu significa equivalente? (Something that has the same value) De tal manera que estamos buscando otras fracciones que describan esta parte coloreada del papel. Teacher needs a chart paper titled Equivalent Fractions where she will record the following results. Students should record on Blackline Master 1. Qu fraccin hemos representado con el papel? (1/2) Cmo lo saben? (1 out of 2 parts is shaded) Ahora tomen el papel y dblenlo a la mitad una vez ms. Modelo de fraccin 1er doblez

1/2 Sombreado

2/4 Sombreado

Abre tu papel, cuntas partes ves ahora? (4) Cuntas son sombreadas? (2 out of 4, 2/4) Es 2/4 equivalente a ? (Yes) Cmo sabes que 2/4 es equivalente a ? ( I know 2/4 is equal to because both fractions describe the same shaded area) He cambiado la cantidad de pastel? (no it is still the same size) He sombreado ms piezas? (no, we did not use our crayon) Qu fue lo que cambi? (The size of the pieces and the number of pieces) Have students fold paper in half 2 times to model eighths, then 3 times to model sixteenths and finally have them fold it in half 4 times and see what happens.) 2 Doblez
o

3 Doblez

er

4/8 Sombreado

8/16 Sombreado

Qu sucede con la cantidad de piezas al cambiar el tamao de las piezas? (The smaller the size the more pieces you have, the larger the piece then you have less pieces) Veamos la tabla para ver si notamos algunos patrones. (The denominator is twice the numerator, the numerator is half the denominator, I can multiply or divide the numerator and denominator by the same number to get to an equivalent fraction) Piensa acerca de los patrones que hemos discutido e intentemos contestar la pregunta #1. Si mi fraccin es equivalente a y el numerador es 3, qu sera mi denominador? Voltee y hable con su compaero. Allow students to come up with answer. Quin

gustara compartir su respuesta? (If the fraction is equivalent to and the numerator is 3 the denominator would be 6) Como lo sabes? (The pattern we observed for all fractions equivalent was that the numerator is of the denominator and 3 is half of 6.) 2. Ahora, practiquemos la bsqueda de fracciones equivalentes a tercias. Instruct students to take a blank sheet of paper and fold it in thirds. Have them shade in one of the three parts. Students will follow the same procedure from before to fold in half and write the new fraction. If they fold the thirds in half they will find 2/6 shaded, fold in half again and they will see 4/12 shaded and if they fold in half one more time they will see 8/24 shaded. Teacher adds 1/3 to their equivalents chart and adds all fractions equivalent to 1/3 like previously done with . Students add to Blackline Master 1 and try question #2. Hemos aprendido varias cosas acerca de fracciones equivalentes, intentemos unas cuantas preguntas TAKS y veamos si podemos aplicar lo que hemos aprendido hoy. Teacher will need Blackline Master #3. Look for the following: Can the student generate equivalent fractions? Is the student able to see patterns as they create equivalent fractions? Is the student able to extend the list of equivalent fractions? Listen for the following: Can the student use mathematical language to explain how to find equivalent fractions? Can the student explain why two factions are equivalent? Can the student describe the relationship between the numerator and the denominator? 3. Debriefing questions: Qu nos dicen el numerador y denominador de una fraccin? (The denominator tells us how many parts the whole is divided into and the numerator identifies a part of the whole.) Si cambiamos el denominador, qu sucede al tamao de la parte en que el entero es dividido? (If we make the denominator smaller then the size of the part increases. If we make the denominator larger then the size of the part decreases. I would rather share a cake with 2 people than 10 people because I get a larger piece, so is larger than 1/10.) Ampliemos la lista de fracciones equivalente a la lista de fracciones equivalente a . Qu otras fracciones son equivalentes a ? (5/10, 7/14, 9/18, 10/20 etc.)

4. Independent Practice: Instruct students to find equivalent fractions for . Students will fold a sheet of blank paper in fourths and shade in one part. Students then fold paper in several times to identify other fractions equivalent to . Students fill in chart on Blackline Master 1 and answer question #3. Prove answers to a partner. TAKS Connection: Blackline Master 3 (Answers: Problem #1: B, Problem #2: H)

Blackline Master 1

El pastel de cumpleaos de Jake

Es el cumpleaos de Jake, de tal forma que su mama trajo un pastel de cumpleaos a la escuela para que compartiera con sus amigos. Jake quera guardar del pastel para compartir con su familia en casa. Qu otras fracciones son equivalentes a ?

Blackline Master 2

Fracciones Equivalentes
Doblar en Doblar en 2a Vez Doblar en 3a Vez Doblar en 4a Vez Otras fracciones equivalentes

Fraccin

1a Vez

1/2

1/3

1/4

1. Si mi fraccin es equivalente a y el numerador es 3, qu es el denominador? Explica tu razonamiento._______________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

2. Si mi fraccin es equivalente a 1/3 y el numerador es 5, qu es el denominador? Explica tu razonamiento._______________________________________________________________________ ________________________________________________________________________________ ___________________________________________________________________________________

3. Si mi fraccin es equivalente a 1/4 y el denominador es 12, qu es el numerador? Explica tu razonamiento. ______________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Page 5 of 25

Blackline Master 3 (TAKS Connection)

John se ahorr del precio de un par de calzado nuevo que deseaba comprar. Cul fraccin es equivalente a 1/4?

A 2/12 B 5/20 C 2/16 D 5/25

Qu fraccin es equivalente a 3/7?

E 4/8 F 6/21 G 9/14 H 9/21

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Objective 1: Number, Operation, and Quantitative Reasoning TEKS: 5.2 The student uses fractions in problem-solving situations. (A) generate a fraction equivalent to a given fraction such as and 3/6 or 4/12 and 1/3. Verbs: generate

Lesson 2

Vocabulary: fraction, numerator, denominator, relationship, equivalent Guiding Questions: How are fractions used to describe relationships? What are equivalent fractions? What strategy do you use to find equivalent fractions? What do the numerator and denominator of a fraction tell you? What patterns do you notice when you compare equivalent fractions? Materials Needed: Color Tiles, Blackline Master 4, Blackline Master 5 Math Tool: Color Tiles Lesson: 1. Pose problem: (Black Line Master 4) El lunes, Stacey fue a la tienda de abarrotes con su mam y compr jugo en paquete de 12 latas, que contena jugos de manzana y naranja. Al llegar a casa abri el paquete de jugos y not que 4/12 eran jugos de manzana. Qu otras fracciones son equivalentes a 4/12? Ask students to use color tiles to represent the word problem. Allow students time to turn and talk to a partner. Qu comprendiste del problema razonado?(Stacey bought a pack of juice that contained 12 juices, 4/12 were apple juice) Cmo modelaste este problema con tus mosaicos de color? (We used 12 tiles total to represent the total juices in her pack, we used 4 red tiles to represent the 4 of 12 that were apple juice and we used 8 yellow tiles to represent the other juices.)

R R

R R

Y Y

Y Y

Y Y

Y Y

4/12 eran jugos de manzana

Que ests buscando? (other fractions equal to 4/12, other fractions to name the part she chewed) Cmo usaste los mosaicos de color para ayudarte a encontrar otras fracciones iguales a 4/12? (We grouped the tiles differently. We knew we could group them differently as long as the groups were equal. Fractions are equal parts or equal groups, We put 2 tiles together to represent one group, this meant we had 6 equal groups so the denominator would be 6. The numerator would be 2 because the juices she drank now make 2 groups.)

R R

R R

Y Y

Y Y

Y Y

Y Y

2/6 eran jugos de manzana

Alguien lo percibi de manera diferente? ( Yes, I could make three equal groups. I could put 4 tiles in each group. The denominator would be 3, this is the number of equal groups I have and the numerator would be 1 because I have one group of apple juice.)

R R

R R

Y Y

Y Y

Y Y

Y Y

1/3 eran jugos de manzana

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Hemos visto tres maneras distintas de nombrar la misma parte como un entero. Cambiamos el nmero total de jugos que tenamos? (No) Cambiamos el nmero de jugos de manzana? (No) Qu cambiamos para poder usar una fraccin diferente para nombrar la misma parte? (We changed how we grouped the juices) Veamos las tres fracciones juntas y busquemos unos patrones. Qu notas? (The numerator decreased, the denominator decreased, for the fraction 4/12 I can divide the numerator and denominator by 2 and I get 2/6 which is an equivalent fraction.) Be sure to explain to students that as long as I multiply or divide the numerator and denominator by the same number then the relationship between the numerator and denominator will stay the same and I will create a different fraction with the same relationship between the numerator and denominator, which is an equivalent fraction. 2. Ahora, practiquemos un poco ms con fracciones equivalentes. Tomemos el mismo problema y cambiemos los nmeros. Si Stacey compr un paquete de 18 jugos y 6 eran de jugo de manzana, qu fraccin sera de jugo de manzana? (6/18) Usa tus mosaicos y encuentra 2 fracciones equivalentes a 6/18, anota tu trabajo en la hoja Blackline Master 5. Allow students time to come up with 2 fractions equivalent to 6/18 using their color tiles. Be sure students can explain why fractions are equal. Possible answers: I can group the 18 tiles in groups of 2 this will give me 9 equal groups, 9 would be my denominator and 3 would be the numerator. I can also group the 18 tiles in groups of 3 and this will give me 6 equal groups, 6 would be my denominator and 2 would be the numerator. Listen for the following: Can the student use mathematical language to explain how to find equivalent fractions? Can the student explain why two factions are equivalent? Can the student describe the relationship between the numerator and the denominator? Look for the following: Can the student generate equivalent fractions? Is the student able to see patterns as they create equivalent fractions? Is the student able to extend the list of equivalent fractions? Can the student apply fraction knowledge to set models? 3. Debriefing questions: Cuando buscamos fracciones equivalentes, que estamos intentando hacer? (Find a different way to name the same part of the whole. We can say we ate of an apple or we can say we at 2/4 of the apple and it means we ate the same part.) Qu estrategias podemos usar para encontrar fracciones equivalentes? (We can draw pictures and models or we can divide or multiply the numerator and denominator by the same number and we will generate a new fraction with the same relationship between the numerator and denominator.) 4. Independent Practice: Have students play Are The Fractions Equal? page 37 in Engaging Mathematics. Students can tape sets of matched cards in journal. TAKS Connection: Blackline Master 5 (Answers: Problem #1: C, Problem #2: A)

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Blackline Master 4

El reto del jugo de Stacey

El lunes, Stacey fue a la tienda de abarrotes con su mam y compr jugo en paquete de 12 cajitas, que contena jugos de manzana y naranja. Al llegar a casa abri el paquete de jugos y not que 4/12 eran jugos de manzana. Qu otras fracciones son equivalentes a 4/12?

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Blackline Master 5 (TAKS Connection)

Juan y Nancy estn colocando gafetes en las libretas. Han terminado 2/3 del trabajo. Qu fraccin es equivalente a 2/3?

A 2/6 B 2/4 C 4/6 D 3/2

El equipo de ftbol de Ruby gan 8 de los 20 juegos en que participaron. Qu fraccin de sus juegos gan el equipo?

A 1/28 B 1/12 C 2/5 D 5/2

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Objective 1: Number, Operation, and Quantitative Reasoning Lesson 3 TEKS: 5.2 The student uses fractions in problem-solving situations. (B) Students will be able to generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number. Verbs: generate Vocabulary: fraction, numerator, denominator, relationship, equivalent, greater than a whole, improper fraction, mixed number Guiding Questions: How do we express fractions greater than a whole? How are mixed numbers and improper fractions similar? How are mixed numbers and improper fractions different? What strategies can we use to name the mixed number or improper fraction? What does the denominator tell you? What does the numerator tell you? Materials Needed: Blackline Master 6, Blackline Master 7, Blackline Master 8, Pattern Blocks Lesson: Hoy estaremos representando fracciones mayores que un entero de dos maneras distintas. Empecemos por ver nuestro problema de hoy. 1. Pose problem: Blackline Master 6 (Overhead) La clase de la Srta. Garcia est estudiando fracciones durante la clase de matemticas. Ella le pregunt a sus estudiantes si haba otra forma de representar 5/2. Qu es equivalente a 5/2? Usa tus bloques de patrn para identificar otra manera de representar 5/2. Students may read 5/2 (five halves) as 5 over 2. We will clarify fraction names throughout this lesson. Teacher should pass out Blackline Master 2. Usemos nuestros bloques de patrn para ayudar a resolver este problema. Todos saquen un hexgono Amarillo de sus bloques de patrn. Durante esta leccin vamos a considerar este hexgono como un entero.. Teacher should begin creating an anchor chart that is similar to the table on Blackline Master 1. Do not title anchor at this time. Students should fill in Blackline Master 1 as the lesson proceeds. Ahora saquen un trapezoide rojo. Teacher adds trapezoid to anchor. Cul es la relacin entre el hexgono amarillo y el trapezoide rojo? Voltee y hable con su compaero por un minuto. Students may struggle to identify the relationship between the two, it is important to monitor discussion. Encontremos la relacin juntos. Coloque el trapezoide rojo encima del hexgono Amarillo. Qu ves? (The trapezoid is one half of the hexagon) Cmo sabes que es un medio? (It takes 2 hexagons to make a whole and I only have one) De tal forma que el trapezoide es un medio del hexgono. Escribemos esto como fraccin. Al usar un trapezoide, cuntas partes totales necesito para hacer un entero? (2) Es 2 el denominador o el numerador y cmo lo sabes? (2 would be the denominator because the denominator in a fraction tells us the total parts in a whole) Qu sera el numerador? (1 because we only have 1 red trapezoid) Ahora, escribemos en palabras, un medio. Ahora, saquen 2 trapezoides ms para un total de 3 trapezoides. Hemos aprendido que cada trapezoide representa un medio, contemos los trapezoides. Teacher points to each trapezoid as she counts. Un medio, dos medios, tres medios. Alguien tiene alguna idea de cmo podramos escribir tres medios como un smbolo de fraccin? Que sera nuestro denominador y qu sera nuestro numerador? (2 would be the denominator because it takes 2 trapezoids to make a whole and 3 would be the numerator because we have 3 trapezoids or parts.) Regresemos al problema. Cuntos medios necesitamos? (5) Usa tus bloques de patrn y mustrame cinco medios. Students should have a total of 5 trapezoids. Ahora veamos si podemos organizarlos de manera diferente para encontrar otra forma de representar 5/2. Cuntos medios hacen un entero? (2) Tomen los trapezoides y colquenlos en grupos de 2 para formar un entero.

Qu ven ahora? (2 wholes and one half) Escribemos esto al escribir primero el nmero de enteros que tenemos y luego la fraccin que representa el resto. De tal manera que escribemos 2 y decimos dos y un medio. Esto se llama nmero mixto ya que es una combinacin de un nmero entero y una fraccn. Es 2 equivalente a 5/2? (Yes, 5 halves makes 2 wholes and one half) Se le llama a 5/2 una fraccin impropia, alquien sabe por qu? (It doesnt look right, the numerator is larger than the denominator.) Qu sucede cuando el numerador es mayor que el denominador? (It means that you have more parts than are needed to make a whole.) Intentemos otra fraccin impropia. Intentemos #1 en tu papel. Qu es equivalente 3/2? Qu nos dice el denominador? (That the whole is cut in 2 total parts.) Qu nos dice el numerador? (We have three halves) Cuntos medios hacen un entero? (2) Entonces, podemos hacer un enetro y tendramos un medio restante, 1.

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2. Guided Practice: Teacher follows the same procedure with the relationship between the green triangle and the hexagon. Students fill in Blackline Master 7. Teacher gradually releases responsibility as students try to work independently on the relationship between the blue rhombus and the hexagon. Qu patrones notas acerca de fracciones con los que hemos trabajado hoy? (All the fractions that we have worked with today are greater than a whole because you have enough parts to make more than one whole.) Entonces, pongamos un ttulo a la tabla, Fracciones Mayores que un Entero. 3. TAKS Connection: Hoy, hemos aprendido como representar fracciones mayores de un entero como nmeros mixtos o fracciones impropias. Intentemos unas cuantas preguntas tipo TAKS y veamos si podemos aplicar lo que aprendimos hoy. Teacher will need Blackline Master #2. Blackline Master 2 (Answers: Problem #1: B, Problem #2: G) Look for the following: Does the student complete the task with concrete models and pictorial representations? Does the student invent or use a method for solving that can be used in similar situations? Listen for the following: Can the student use mathematical language to explain improper fractions and mixed numbers? Does the student recognize that mixed numbers and improper fractions are a way to express fractions greater than a whole? 4. Debriefing questions: Qu te dicen el numerador y denominador de una fraccin? (The denominator tells us how many parts the whole is divided into and the numerator identifies a part of the whole.) Cmo puedes determinar si una fraccin es mayor que un entero? (The numerator is larger than the denominator.) Qu significa cuando el numerador es mayor que el denominador? (You have enough parts to make more than one whole.) 5. Independent Practice: Have students work on Britanys Fabric lesson in Engaging Mathematics, pg. 43. Students should use pattern blocks to prove their answers.

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Blackline Master 6

Locura de fracciones

La clase de la Srta. Garca est estudiando fracciones durante la clase de matemticas. Ella le pregunt a sus estudiantes si haba otra forma de representar 5/2. Qu es equivalente a 5/2? Usa tus bloques de patrn para identificar otra manera de representar 5/2.

Blackline Master 7

Fracciones Equivalentes

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1. Qu es lo equivalente a

3 2

? Muestra tu trabajo.

Smbolo de Fraccin Vemos

Fraccin en palabras Decimos

Hexgono

Trapezoide

Tringulo

Rombo

2.

Qu es lo equivalente a

13 6

? Muestra tu trabajo.

3. Qu es lo equivalente a

7 3

? Muestra tu trabajo.

Blackline Master 8 (TAKS Connection)

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Cul de los siguientes es equivalente a

10 8

8
10 2 8

J 1 K

1 10

L 1

8 10

Cul de los siguientes es equivalente a 1 ?

5

M 1 N O P

5 9

5 4 9 5 1 5

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Objective 1: Number, Operation, and Quantitative Reasoning Lesson 4 TEKS: 5.2 The student uses fractions in problem-solving situations. (A) Students will be able to generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number. Verbs: generate Vocabulary: fraction, numerator, denominator, relationship, equivalent, greater than a whole, improper fraction, mixed number Guiding Questions: How do we express fractions greater than a whole? How are mixed numbers and improper fractions similar? How are mixed numbers and improper fractions different? What strategies can we use to name the mixed number or improper fraction? What does the denominator tell you? What does the numerator tell you? Materials Needed: Fraction Strips, Blackline Master 9, Blackline Master 10, Blackline Master 11 Lesson: 1. Pose problem: (Black Line Master 9) Durante la clase de matemticas, la Srta. Jackson tena unas barajas que incluan nmeros enteros, nmeros mixtos y fracciones impropias. Ella le dio a cada estudiante en su clase una baraja y les pidi que encontraran a un compaero de saln que tuviera la representacin equivalente. La baraja de Sara tena 8/3. Qu es lo equivalente a 8/3? Usa tiras de fraccin para ayudar a Sara encontrar el compaero de saln que tiene la una representacin equivalente. Students will each need 1 set of fraction strips for this activity. Have students work in groups of 3 and combine their fraction strips in order to have enough parts to model the fractions. Help students understand the problem. Que es un nmero entero? Qu es una fraccin impropia? (A fraction with a numerator that is larger than the denominator.) What is a mixed number? (A number that includes both a whole number and a fraction.) Qu clase de fraccin es 8/3? (An improper fraction, the numerator is larger than the denominator.) Qu sabemos acerca de una fraccin que tiene un numerador mayor que un denominador? (It is greater than a whole because we have more than enough parts to make a whole. For example 4/3, I know I need 3 thirds to make a whole and I have 4 thirds so I know I have more than enough to make a whole.) Have students pull out fraction strips that represent 1/3. Ask them to count out 8/3 (eight thirds); this will represent the fraction Sara had on her card.) Cuntas terceras hacen un entero? (Three thirds) Have students group 1/3 in groups of three to represent a whole. What do you have now? (I was able to make 2 wholes and I have 2/3 left over.) Qu puedo usar para representar lo que veo? (A mixed number; 2 2/3) De tal manera que Sara necesita encontrar el estudiante con una baraja que tenga 2 -2/3. Practiquemos esto una vez ms. Qu habra pasado si Sara hubiese sacado una tarjeta con 8/5? Cules tiras de fracciones usar para modelar esta baraja? (Fifths) Cmo lo sabes? (The denominator tells me that the whole is broken up in 5 total parts, so I need fifths.) Cuntas quintas necesitas? (8) Cmo lo sabes? (The numerator tells me I have 8 fifths.) Cuntas quintas hacen un entero? (5) Have the students group fifths in groups of 5 to represent a whole. Qu ves ahora? (One whole and three fifths, 1-3/5.) Intentemos encontrar la fraccin impropia si nos dan un nmero mixto. Qu pasara si la baraja de Sara mostrara 2 ? Cules tiras de fraccin debera usar para modelar este nmero mixto? (Fourths) Cmo lo sabes? (The denominator tells me that the whole is broken up in 4 total parts, so I need fourths.) Cmo podemos encontrar cuntos cuartos necesitamos para representar 2 ? (I can use fourths to build a model that represents two wholes and one fourth, I know four fourths makes a whole.) Students should model the following. 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4

Ahora qu debemos hacer? (Count the fourths, we have nine fourths, 9/4) De tal manera que nos dimos cuenta que 2 es igual a 9/4. Practiquemos lo que hemos aprendido. Pass out Blackline Master 10. 2. TAKS Connection: Hoy hemos aprendido como representar fracciones mayores a un entero como nmeros mixtos o fracciones impropias. Intentemos unas cuantas preguntas tipo TAKS y veamos si podemos aplicar lo que hemos aprendido hoy. Teacher will need Blackline Master 12. Blackline Master 12 (Answers: Problem #1: C, Problem #2: A)

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Listen for the following: Can the student use mathematical language to explain improper fractions and mixed numbers? Does the student recognize that mixed numbers and improper fractions are a way to express fractions greater than a whole? Look for the following: Does the student complete the task with concrete models and pictorial representations? Does the student invent or use a method for solving that can be used in similar situations? 3. Debriefing questions: What do the numerator and denominator of a fraction tell you? (The denominator tells us how many parts the whole is divided into and the numerator identifies a part of the whole.) How can you tell if a fraction is greater than a whole? (The numerator is larger than the denominator.) What does it mean when the numerator is larger than the denominator? (You have enough parts to make more than one whole) 4. Independent Practice: Have students roll 2 dice to create improper fractions. Students must then create the mixed number equivalent to their improper fraction. Students should use concrete or pictorial models and record their work in their journal.

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Blackline Master 9

Fracciones impropias y nmeros mixtos

2
2 3

8 3

1 6

3 2

Durante la clase de matemticas, la Srta. Jackson tena unas barajas que incluan nmeros enteros, nmeros mixtos y fracciones impropias. Ella le dio a cada estudiante en su clase una baraja y les pidi que encontraran a un compaero de saln que tuviera la representacin equivalente. La baraja de Sara tena 8 . Qu es lo equivalente a 3
8? 3

Usa tiras de fraccin para ayudar a Sara

encontrar el compaero de saln que tiene la representacin equivalente.

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Blackline Master 10

Fracciones impropias y nmeros mixtos

Nombre:_____________________ Materiales: Barajas de Blackline Master 11 Tiras de fracciones Instrucciones: Saca una baraja al azar e identifcala si es nmero nmero mixto o fraccin impropia y completa la tabla. Usa tus tiras de fraccin para construir un modelo de tu baraja.

La baraja que saqu fue

Ex.

Es
Una fraccin impropia
1/3 1/3 1/3 1/3 1/3 1/3

Modelo

Representacin Equivalente
2 2 3

8 3

1/3

1/3

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Blackline Master 12

5 2
2 1 6

2 2 3

6 4
1 2 4

1 1 5

7 3

7 6

1 11 1 5 2
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Blackline Master 12 (TAKS Connection)

La clase de Stephanie tuvo una fiesta de pizza. Despus de la fiesta, ella not que haba
15 de las pizzas que sobraron. Cul de los 6 15 ? 6

siguientes es equivalente a

6 15

B 1 C 2 D 2

5 6 3 6 5 6

Mark camin alrededor de la cuadra todos los das durante una semana. Al final de la semana not que haba caminado un total 3 siguientes es equivalente a 3 ?
3 1 1 3

millas. Cul de los

10 3

B 1 C D

1 3

3 10 9 3

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Objective 1: Number, Operation, and Quantitative Reasoning Lesson 5 TEKS: 5.2 The student uses fractions in problem-solving situations. (C) Students will be able to compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators. Verbs: compare Vocabulary: fraction, numerator, denominator, relationship, half, greater than, less than, common denominator Guiding Questions: What strategies can we use to compare fractions? How do we compare fractions using common denominators? How does understanding the denominator help you compare two fractions? Materials Needed: Blackline Master 13, Blackline Master 14, Blackline Master 8, Pattern Blocks Lesson: Hoy hablaremos de comparar fracciones. Hemos tenido varias experiencias con la comparacin de nmeros enteros; hablemos del vocabulario que podramos encontrar al estar comparando fracciones. Cules son algunas palabras de vocabulario que podramos escuchar en nuestras plticas? (Greater than (>), less than(<), equal to(=) .) Veamos nuestro problema de hoy. Pose problem: Blackline Master 13 (Overhead) Rebecca y dos amigas trabajaban juntas en un proyecto para la feria de ciencias. Laura termin 1/3 del proyecto, Amy termin 6/12 del proyecto y Rebecca termin 1/6 del proyecto. Quin termin la mayor parte del proyecto? Usa tus tiras de fracciones para ayudar a resolver el problema. 1. Help students understand the problem and observe student strategies for modeling the word problem. Be sure to correct any misconceptions students may have as they model the problem. Students should model the problem as shown below.

1
1/12 1/12 1/12 1/12 1/12 1/12

1/6 1/3 Compara los tamaos de estas tres fracciones. Cul es el ms grande? (6/12) Cul es el ms pequeo? (1/6) Have students order the fractions left to right, from smallest to largest. Have students use greater than and less than symbols to record the comparison between 2 of the students in the word problem. Allow students at least 2 more opportunities to practice comparing fractions with the fraction strips. Teacher can change the fractions in the previous word problem. 2. Qu otras estrategias podemos usar para ayudar a resolver este problema? (Student responses may vary. Help students explain and understand the strategies with which they may already be familiar. If there is no response, proceed with the following portion of the lesson.) Si no te permitieran usar tiras de fracciones, qu sera lo ms difcil para resolver este problema? (The denominators are all different.) Es fcil comparar fracciones cuando los denominadores son los mismos? (Yes, we know that if you have 3 out of 4 () shaded that is more than 1 out of 4 () shaded.) Entonces, una estrategia que nos podra ayudar al estar comparando fracciones es crear fracciones equivalentes con el mismo denominador. Veamos nuestro modelo original de 6/12, 1/6 y 1/3. Cuntos sextos necesitas para hacer 6/12? (3 sixths) Entonces, 6/12 es igual a 3/6. The teacher should record the answer to this question and then the next few questions in a chart similar to the one below for students to see. 6/12 is equal to 3/6 1/3 is equal to 2/6 and 4/12 1/6 is equal to 1/6 and 2/12

Cuntos sextos necesitas para hacer 1/3? (2 sixths.) Entonces 1/3 es igual a 2/6. The teacher continues to ask similar questions to help students create equivalent fractions. Puedes encontrar el comn denominador que se

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puede usar? (6) Si usas 6 como comn denominador, cules fracciones compraras? (3/6, 2/6 and 1/6) Students will need additional practice in comparing fractions with unlike denominators. This will also help students continue to practice equivalent fractions. Change the fractions in the problem and have students compare them. Try ordering 1/3, 1/6, 1/18 & 4/9. TAKS Connection: Hoy hemos aprendido comparar fracciones usando comn denominadores. Intentemos unas cuantas preguntas tipo TAKS y veamos si podemos aplicar lo que hemnos aprendido hoy. Teacher will need Blackline Master 13, Blackline Master 14 (Answers: Problem #1: B, Problem #2: A) Listen for the following: Can the student use comparison language and exact equivalence to describe the fraction model in different ways? Does the student clearly describe the strategy used to compare fractions? Look for the following: Can the student represent the fractions 6/12, 1/3, and 1/6 using concrete models? Can the student compare fractions using common denominator? Independent Practice: Have students work on Number Line Comparisons lesson in Engaging Mathematics pg. 46.

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Blackline Master 13

Diversin en la Feria de Ciencias

Rebecca y dos amigas trabajaban juntas en un proyecto para la feria de ciencias. Laura termin 1/3 del proyecto, Amy termin 6/12 del proyecto y Rebecca termin 1/6 del proyecto. Quin termin la mayor parte del proyecto? Usa tus tiras de fracciones para ayudar a resolver el problema.
Blackline Master 14 Page 24 of 25

Tres estudiantes practican ftbol soccer todos los das despus de la escuela. Julian practica Nikolas practica
3 3 de hora, Mark practica de hora, y 5 4

1 de hora. Cul de los siguientes muestra la 3

comparacin correcta de las horas de prctica de Julian y Mark?

1 3 3 5
<

A B C D

<

3 5 1 3

3 4

>

3 4

3 5

>

3 4

Sandra estaba colocando dulces de chocolate en canastas. Ella quera que cada canasta estuviera
7 10

llena. Cul fraccin es ms que

7 10

llena?

A B C D

4 5 1 2 2 3
3 5

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