Lesson 7

Workshop: Fraction Concepts

Est. Class Sessions: 2–3
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Mathematical Standards

5.NF.A
Use equivalent fractions as a strategy to add and subtract fractions. (5.NF.A.1)
5.NF.B
Apply and extend previous understandings of multiplication and division. (5.NF.B.3)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in solving them.
MP2.
Reason quantitatively.
MP3.
Construct viable arguments and critique the reasoning of others.
MP4.
Model with mathematics.
MP5.
Use appropriate tools strategically.
MP8.
Look for and express regularity in repeated reasoning.

This Workshop provides opportunities for students to address missing concepts, practice skills, or extend their learning as needed. Students explore representations of fractions: numbers, words, circle pieces, rectangles, and number lines. They practice finding equivalent fractions and comparing fractions using tools and strategies. Students choose to play Fraction Fill with circle pieces or Fraction Trails with number lines to develop flexibility representing fractions.

Content in this Lesson

  • Representing and identifying fractions (e.g., proper, improper, mixed number) using area models, drawings, number lines, words, symbols, and number sentences [E1].
  • Recognizing that equal fractional parts of a unit whole are the same size (e.g., all fourths of a rectangle are the same size) [E2].
  • Identifying the unit whole when given a fractional part of a whole [E3].
  • Finding equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies [E4].
  • Decomposing fractions into the sums of smaller fractions (e.g., 3/4 = 1/2 + 1/4) [E5].
  • Comparing and ordering fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators [E6].
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Books

 Student Guide
Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Students

  • fraction circle pieces

Supplies for Student Pairs

Materials for the Teacher

Materials Preparation

Spinners. If you do not have clear plastic spinners to place over the spinners on the Fraction Games Spinner 3 page, students can use paper clips and pencils. Straighten out one end of the paper clip, and place a pencil through the curved end. Then put the point of the pencil on the center of the spinner, and spin the paper clip around the pencil, using the straightened end as the pointer. See Figure 1.

Figure 1
Figure 1: Using a paper clip and a pencil as a spinner

Prepare Additional Copies of Fraction Games Masters and Spinners. Fraction Fill Games 1–3 were introduced in Lesson 4 and Fraction Trails Games 1–3 were introduced in Lesson 6. Both sets of game pages and the Fraction Games Spinners pages were in the Student Activity Book. Fraction Games Spinner 3, Fraction Fill 3, and Fraction Trails 3 Masters are provided in this lesson. Make copies for students who have misplaced their pages.

Assessment in this Lesson

Assessment Expectation Assessed

Show and Compare Fractions
Self-Check: Questions 1–3
Student Activity Book
Pages 61–62
E1.
Represent and identify fractions (e.g., proper, improper, mixed number) using area models, drawings, number lines, words, symbols, and number sentences.
E2.
Recognize that equal fractional parts of a unit whole are the same size (e.g., all fourths of a rectangle are the same size).
E3.
Identify the unit whole when given a fractional part of a whole.

Show and Compare Fractions
Self-Check: Questions 27–28
Student Activity Book
Page 76
E4.
Find equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies.
E6.
Compare and order fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators.

Show and Compare Fractions
Check-In: Questions 43–44
Student Activity Book
Page 85
E4.
Find equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies.
E5.
Decompose fractions into the sums of smaller fractions (e.g.,3/4 = 1/2 + 1/4).

Show and Compare Fractions
Check-In: Questions 45–46
with Feedback Box
Student Activity Book
Pages 87–88
E1.
Represent and identify fractions (e.g., proper, improper, mixed number) using area models, drawings, number lines, words, symbols, and number sentences.
E2.
Recognize that equal fractional parts of a unit whole are the same size (e.g., all fourths of a rectangle are the same size).
E4.
Find equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies.