Fraction Folded Book:
 Students are beginning a Fraction Unit where they are expected to use
illustrations and manipulatives to represent fractions.
 Children will create a folded book with benchmark fractions (¼, ½, 2/3,
1/6, 3/5, 7/10) and illustrations of the fractions. They will illustrate the
fraction and then write a sentence to define the fraction.
INTENTION: Students will demonstrate knowledge of visual representations of
fractions; understanding value of numbers.
PRIMARY SUBJECT AREA: Math
GLEs & INSTRUCTIONAL PRACTICES
Math Standards:
1.1.1: Understands the concepts of fractions and decimals.
1.2.1: Understand the relative values of non-negative
fractions or
decimals.
Art Standards:
3.1: Uses the arts to express and present ideas and feelings
3.2: Uses the arts to communicate for a specific purpose
Instructional Practices: Role-playing to represent fractions, cooperative
groups to build fractions, direct instruction procedures for making the folded
book, small group work for remediation, partner work for folded book
publishing.
THE GROUP:
 14 fifth graders. Two students working significantly below grade level
will need remediation and guidance in a small group. Three students are
working above grade level and will need a challenge to work beyond
grade level expectation.
SOCIAL SKILLS:
 Students will practice working together to explain fraction
representations; talking about thinking. These skills have all been
taught, practiced, reviewed and are now reinforced.
INTENDED LEARNING OUTCOMES: Students will explain the value of fractionsorally, written, and through illustration. Fifth graders will be able to visualize
fractions when later asked to compare, order, add, subtract, and convert
fractions.
INSTRUCTIONAL AIDS or RESOURCES
 Chart paper for recording ideas
 Paper for folded books
 Colored Pencils
 Flair Pens
 Glue
 Manipulatives to model
 Scissors
 Every Day Math: 5th grade Reference Book
PROCEDURES:
 Introduce multiple representations of fractions by inviting a number of
students to the front of the room and having children find fractions in
their classmates. I.e.- 3/5 of the students are wearing jeans
 Show students an example of a folded fraction book created by the
teacher to introduce activity; read the book.

Give students assignment: create a folded book with benchmark
fractions (¼, ½, 2/3, 1/6, 3/5, 7/10-) and illustrations of the fractions.
They will illustrate the fraction and then write a sentence to define the
fraction. (Students may challenge themselves to create a story with the
six bench mark fractions.)
Model process with students, taking suggestions from kids. Model
with a fraction that is not going to be a part of the book: ¾.
Discuss many options with students. Discuss different uses for
fractions. (students have been part of extensive discussion around
when fractions are used in everyday life and uses, if children are
struggling refer to EM Student Reference Book)
Give students manipulatives to work with small groups to practice
building fractions before working independently on fraction
representations)

Make folded books with students, step by step. Students will work
side by side to help each other, teacher modeling.

Allow students time to illustrate books and create representations.
- Teacher should be circulating and pulling a small group of students to
help build fraction models.
- Kids should first work in pencil and then go over words with flair and
pictures with colored pencils.

When Fraction Folded Books are completed have students self assess
on community created rubric, share books with turn and talk partner, and
read aloud one page from book to whole class.
ASSESSMENT:
 I will know students have achieved intended outcomes if they have a
correct illustration and sentence to represent the given benchmark
fractions.
 Students are expected to explain illustrations to classmates and read one
page from the book aloud to the class.
FOLLOW-UP: After this activity, students will be able to visualize fractions
when asked to compare, order, add, subtract, and convert fractions. The
ownership and creation of the fractions will help students concrete the often
abstract concept.
COMMENT:
According to Christopher Scaptura, Jennifer Suh, and Greg Mahaffey, authors of
Using Art to Teach Fraction, Decimal, and Percent Equivalents, developing visual
models of rational numbers is critical in building understanding of rational
numbers and the relationships among fractions, decimals, and percents. Too
often fractions are taught as secluded numbers without connections to the real
world, it is necessary to make the math real! By integrating the arts, children
are required to assume greater responsibility for their own learning; students
must make important decisions about what is essential and what is not. Here all
students are given the opportunity to demonstrate their learning.