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Intro concept with exploring halves, thirds, fourths, etc. with rods

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Intro concept with exploring halves, thirds, fourths, etc. with rods

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If brown is the whole, what is purple, etc...... I can come intro the use of rods throughout fractions module if it's unfamiliar.

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https://clotheslinemath.com/

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Put up 3 stacked number lines to use for the remainder of the module

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Put up 3 stacked number lines to use for the remainder of the module

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I can come introduce the routine of this if it's unfamiliar.

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Introduce Splats by doing this one as a class and discussing the whole number 4 and what the circle shaded 1/4 represents. Use link for more:

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Introduce Splats by doing this one as a class and discussing the whole number 4 and what the circle shaded 1/4 represents. Use link for more:

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http://www.stevewyborney.com/?p=1028

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Use fraction splat to explore equivalents. Use link for more:

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Use fraction splat to explore equivalents. Use link for more:

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https://drive.google.com/open?id=0B3CMLWGiWYVfRVRfYmkyVUhUVDg

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http://www.stevewyborney.com/?p=881

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Use pattern blocks to explore partitioning wholes 

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Use pattern blocks to explore partitioning wholes 

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What do you wonder,notice?How are the yellow and blue related?

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http://www.fractiontalks.com/2016/06/how-many-ways-05.html

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Bridge last module on area and perimeter to this module by discussing fractions as related to the area and perimeter of various parts of composite shapes.

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http://www.fractiontalks.com/

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Rods to build/label fractions on a number line: 

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Rods to build/label fractions on a number line: 

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extending to a lesson: https://vimeo.com/43179847
Use magnet rods to build number lines/label similar to shown:
http://www.culturecognition.com/lmr/fractions-lesson-3-labeling-fractions-and-understanding-lengths-subunits

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Build on number talks during last topic to compare,order,size various fractions

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A group of students watched basketball practice.  When the bell rang, 3/4 of them went back to class.  12 students stayed to watch.  How many students were there in all?

(allow students time to come up with solutions...utilize a tape diagram to show all the students, the 12 that stayed, and the 3/4 that left giving a visual for 12 is the 1/4 that stayed so the whole group is 48)