Session 2 - Describe Fractions and Place Fractions on a Number Line

Warm-Up Activity & Directions:

Warm-Up: Picture Fraction Cards

1. Hold up a Picture Fraction Card (do not use the written fraction cards). Model how to write the fraction.  
2. Now, go through all of the picture fractions and ask students to write the fraction it represents. 
3. Students can use a whiteboard, or piece of paper, imaginary write it in the sky, write it in a sand tray…whichever method works best. 
4. As you go through each card, ask students to show and share their answers. 
5. If the response is incorrect, pause and allow students to agree or disagree with the answer given. Ask all students who disagree to explain their thinking.
6. Continue until all cards have been shown and written.

Lesson Activity Model (10 - 15 minutes)

Activity: Discussion of Solutions to Identifying Fractions and  Identifying Fractions & Answers

Focus MP7: Look for and make use of the structure

Directions for Giving the Task:

• Discuss Identifying Fractions & Answers together. 
• As you go through each fraction question, ask students to share their answers. 
• If the response is incorrect, pause and ask students to agree or disagree with the response.  If a student disagrees, ask them to explain why they disagree. This should get students to determine the right answer together. 
• If students get stuck understanding, here are some questions or ideas for providing support for your students. These will intentionally lead them through the supported practice of the skill to grasp the learning and guide their thinking: 
  • Which shape is partitioned equally so that all parts are the same size? 
  • Encourage students to explain their thinking and use mathematical vocabulary such as partitioned or split, numerator, denominator, and whole. 
• Here are some fun ways to engage students in making some self-content or world-content connections to the fractions in the 10 questions.  After discussing the correct response to a question, choose just 4-5 of the fractions from the activity, pause, and do one of the prompts below.

• Have students turn to the person to the right or left of them and share (If you are doing this 1:1, the facilitator can have the same type of discussion with the student): 
  • Sports Prompt: Think of a sports field that looks similar to the fraction answer for this question.  (Example: soccer fields are divided into sections)
  • Baking Prompt: Think of a time when you/someone baked something that had the same fraction amount for an ingredient. What was the ingredient? 
  • Money Prompt:  Look at the fraction image, can you make a connection to money?  What amount of money could represent the whole? What amount of money could represent the fraction as spent? What did you buy?
  • Pizza Prompt: Look at the fraction image for this question, think of pizza! Tell your partner who you would like to share the pizza with and which fraction of the pizza they get to eat.

Collaborative Activity #1: (15 - 20 minutes)

Activity: Fractions on a Number Line & Answers

Directions:

1. Model how to complete the first problem on the worksheet Fractions on a Number Line. Follow the directions included on the worksheet and the Answers key to help you model if needed. 
2. Complete #2 and #3 together and clarify any questions.
3. The last question offers an opportunity for a real-world application problem. 
4. Students can continue with the challenge independently or with partners when ready.
5. Extension: Ask students to write and solve their own real-world application problems.

Progress Monitoring

Directions:

1. Be sure to take notes with the Progress Monitoring Chart 
2. Use the progress monitoring chart to note if students can recognize the numerator and denominator. Mark if students can correctly shade the fraction shown. 
3. There is a notes section to write down any other observations.