MARIAN SMALL
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PDF about designs and fraction lessons
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Variety of ways to access student thinking
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Using pattern blocks to explore relationships
between fractions and fractional amounts
Getting
started
• Show the kids
Ask
• Ask them to talk in pairs and to decide
which of the statements below they agree with and which they don’t.
• A: There are twice as many red blocks as yellow
blocks.
• B: The red area is twice as much as the yellow
area.
• C: 2/3 of the blocks are red.
•
D: 1/3 of the area is yellow.
• ask them to say one other fraction thing
that is true about the design.
Station
1:
Use pattern blocks.
1. Build a design where: there are three
times as many red blocks as yellow ones and twice as many green blocks as blue
ones
2. Tell what fraction of the blocks are
each colour. [Answer is:1/7 yellow, 1/7 blue, 2/7 green, 3/7 red.
3. Add another copy of your design to your
first copy.
4. a) Are there still three times as many
red blocks as yellow ones?
b) Are there still twice as many green
blocks as blue ones?
c) What fraction of the blocks are each
colour now? [all answers are yes and the same fractions]
Station
2
Use pattern blocks.
1. Build a design where:
• there is three times as much red area as yellow
area and
• twice as much green area as blue area
2. Tell what fraction of the area is each
colour. [Answer is: 1/5 yellow, 3/5 red, 1/15 blue, 2/15 green ]
3. Add another copy of your design to your
first copy.
4. a) Is there still three times as much
red area as yellow area?
b) Is there still twice as much green area
as blue area?
c) What fraction of the area is each colour
now?
5. Do those fractions “look right” to you?
Station
3
Use pattern blocks.
1. Build a design where:
• there are three times as many red blocks
as green ones AND
• twice as many red blocks as yellow ones.
2. Tell what fraction of the blocks are
each colour. [Answer: yellow: 3/11, green: 2/11, red: 6/11
3. Add another copy of your design to your
first copy.
4. a) Are there still three times as many
red blocks as green ones?
b) Are there still twice as many red blocks
as yellow ones?
c) What fraction of the blocks are each
colour now?
5. Do those fractions “look right” to you?
[answer might be yes since 2/11 is not many of the blocks, 3/11 is a little
more and there are more yellow than blue blocks and 6/11 is about half and
about half the blocks are red]
Station
4
Use pattern blocks.
1. Build a design where:
• there is three times as much red area as
green area AND
• twice as much red area as yellow area
2. Tell what fraction of the area is each
colour. [Answer is:6/22 yellow, 12/22 red, and 4/22 blue ]
3. Add another copy of your design to your
first copy.
4. a) Is there still three times as much
red area as green area?
b) Is there still twice as much red area as
yellow area?
c) What fraction of the area is each colour
now?
5. Do those fractions “look right” to you? [answer:
yes, e.g. red is about half the area and so is 6/11 and yellow is about half,
so that’s 3/11 and blue is the rest]
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More in depth presentation regarding fractions
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Explores some big ideas
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Use of a variety of manipulatives
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Focussing on intermediate math
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Where fractions come up in different areas of
the curriculum
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Relating decimals to fractions (grade 4 on)
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Writing multiplicative relationships
fractionally (grade 6 on)
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Writing fractions to mean division (often grade 6
on)
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Using fractions for probability (grade 6 on)
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Using proportions (grade 8 on)
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Using trig function ratios (grade 10 on)
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