Monday:
Fraction Basics:
What is a fraction, equivalent fractions, simplifying fractions, whole and mixed numbers.
Provide Examples of each and go through some problems with the students.
Addition of Fractions with common denominators (introduce the fraction kits)
Have the students reduce the fractions
Construct a relationship of the answer having a common denominator using the fraction
kits. Have the students take pieces of paper cut into the size of the fractions being added
(or subtracted) and then physically count the size of the answer. The goal is for students
to make the connection that the denominator of the answer is a multiple of both of the
denominators of the fractions being added and subtracted.
Go through some real problems.
At a party there are 6 pizzas ordered, 4 are cut into 6 pieces and 2 into 8 pieces. At the
end of the party you count how many pieces are left. This is what you find in the 4 pizza
boxes cut into 6 pieces: 2, 1, 4, and 0. In the 2 containing 8 pieces you find: 3, 1. Add up
how much pizza you have left. 2/6, 1/6, 4/6, 3/8, 1/8.
Could also use cake or pie examples.
Make sure kids have a good understanding of equivalent fractions and that when adding
and subtracting you can always change the fraction to another equivalent fraction, this is
required if the two fractions to be added have different denominators.
Tuesday:
Continue with Addition and move to examples with unlike denominators.
Also have the students do subtraction of fractions
Wednesday:
Introduce multiplication.
Start by using the fraction blocks and relate to multiplying integers. Note to students that
multiplying by integers is really the same as fractions where the denominator is 1.
Introduce Division
Ask the student questions, give two fraction blocks (or tiles) and ask how many of this
block will fit into this block. Start with fractions that divide evenly and then move onto
working with ones that do not.
Start with reviewing dividing by integers and note to the students that integers are
actually fractions where the denominator is 1. Construct examples such as multiplying by
a half gives the same answer as dividing by 2 so that they have the opportunity to
discover that dividing is as simple as flipping the fraction and multiplying.
Use examples of mixed and whole numbers.
Thursday:
Continue with division.
Review all operations on fractions.
Friday:
Test
Adding and Subtracting:
Construct a relationship of the answer having a common denominator.
Have the students take pieces of paper cut into the size of the fractions being added (or
subtracted) and then physically count the size of the answer. The goal is for students to
make the connection that the denominator of the answer is a multiple of both of the
denominators of the fractions being added and subtracted.
Go through some real problems.
At a party there are 6 pizzas ordered, 4 are cut into 6 pieces and 2 into 8 pieces. At the
end of the party you count how many pieces are left. This is what you find in the 4 pizza
boxes cut into 6 pieces: 2, 1, 4, and 0. In the 2 containing 8 pieces you find: 3, 1. Add up
how much pizza you have left. 2/6, 1/6, 4/6, 3/8, 1/8.
Could also use cake or pie examples.
Make sure kids have a good understanding of equivalent fractions and that when adding
and subtracting you can always change the fraction to another equivalent fraction, this is
required if the two fractions to be added have different denominators.
Multiplying:
Dividing:
Start with reviewing dividing by integers and note to the students that integers are
actually fractions where the denominator is 1. Construct examples such as multiplying by
a half gives the same answer as dividing by 2 so that they have the opportunity to
discover that dividing is as simple as flipping the fraction and multiplying.
Ask the student questions, give two fraction blocks (or tiles) and ask how many of this
block will fit into this block. Start with fractions that divide evenly and then move onto
working with ones that do not.
Computer stuff:
National Library of Virtual Manipulatives
 Fractions – Adding (good for students practicing addition
 Fractions – Equivalent (good for students to find equivalent fractions
 Fractions – Rectangle Manipulation (students could use the fraction kits to do
these also)
LearnAlberta – Fraction applets are decent, something the students can practice with.
http://www.shodor.org/interactive/activities/#num
 Equivalent Fractions Finder (they have to create equivalent fractions)
 Equivalent Fractions Pointer (the programs helps them find the equivalent
fractions)
 Fraction Four (2 players can play Connect 4, you get a piece when you get the
right answer, it does simplifying at the easy level, adding and simplifying at the
medium level)