Difference between revisions of "Fractions: Naming, Writing and Labeling"
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=== Age === | === Age === | ||
| − | + | 5.<br> | |
=== Materials === | === Materials === | ||
| − | *Red fraction circles in green frames (ten circles: 1 is undivided and the others are divided into 2 -10 equal parts. | + | *Red fraction circles in green frames (ten circles: 1 is undivided and the others are divided into 2 -10 equal parts. |
*Label with fractions written on them: 1, 1/2, 1/2, 1/3 | *Label with fractions written on them: 1, 1/2, 1/2, 1/3 | ||
*Pencil and paper | *Pencil and paper | ||
*Skittles | *Skittles | ||
| − | |||
| − | |||
=== Preparation === | === Preparation === | ||
| Line 21: | Line 19: | ||
#Have the child bring over the first tray of fractions. | #Have the child bring over the first tray of fractions. | ||
| − | #Take out the whole circle. Directress tells the child “This is a whole.” Place the whole in front of the tray. | + | #Take out the whole circle. Directress tells the child “This is a whole.” |
| − | #Directress takes out one of the group of 2 and say, “This is a 1/2”. Place it in front of the tray. | + | #Place the whole in front of the tray. |
| + | #Directress takes out one of the group of 2 and say, “This is a 1/2”. | ||
| + | #Place it in front of the tray. | ||
#Repeat in this way up to the group of 5. (1/2) | #Repeat in this way up to the group of 5. (1/2) | ||
#Directress does a Three-Period Lesson for the group of 1, group of 2, group of 3, group of 4, and group of 5. | #Directress does a Three-Period Lesson for the group of 1, group of 2, group of 3, group of 4, and group of 5. | ||
| Line 30: | Line 30: | ||
#When the child knows the names, begin with the two trays. | #When the child knows the names, begin with the two trays. | ||
| − | #Directress points to a few fractions and ask the child what it is. This will serve as your check to see if the child knows the names. | + | #Directress points to a few fractions and ask the child what it is. |
| + | #This will serve as your check to see if the child knows the names. | ||
#Tell the child that you will show him how to write fractions. | #Tell the child that you will show him how to write fractions. | ||
| − | #Point to the group of 2. Ask the child how many pieces there are. (2) . Directress says, “Yes, there are two pieces, so I will write a 2.” | + | #Point to the group of 2. Ask the child how many pieces there are. (2) . |
| + | #Directress says, “Yes, there are two pieces, so I will write a 2.” | ||
#Take one 1/2 and place it on front of the tray. | #Take one 1/2 and place it on front of the tray. | ||
#Ask the child how many pieces are here. (One 1/2). Say, “There is one.” | #Ask the child how many pieces are here. (One 1/2). Say, “There is one.” | ||
| Line 40: | Line 42: | ||
#Directress can remind the child that we place how many pieces are all together on the bottom and the piece we have taken out over the line. | #Directress can remind the child that we place how many pieces are all together on the bottom and the piece we have taken out over the line. | ||
#Do a Three Period Lesson for Numerator and Denominator. | #Do a Three Period Lesson for Numerator and Denominator. | ||
| − | #Then take out 2/3 or 7/9 or 2/5, etc and have the child write these fractions. Then read these with the child. <br> | + | #Then take out 2/3 or 7/9 or 2/5, etc and have the child write these fractions. |
| + | #Then read these with the child. <br> | ||
'''Labeling''' | '''Labeling''' | ||
| Line 59: | Line 62: | ||
=== Purpose === | === Purpose === | ||
| − | <br> | + | To help the child gain a sensorial impression of fraction. <br>To introduce the concept and notation of fractions. <br>To introduce sensorial exploration of equivalency among fractions. <br>To introduce simple operations.<br> |
=== Variation === | === Variation === | ||
Latest revision as of 04:19, 15 October 2009
Contents
Age
5.
Materials
- Red fraction circles in green frames (ten circles: 1 is undivided and the others are divided into 2 -10 equal parts.
- Label with fractions written on them: 1, 1/2, 1/2, 1/3
- Pencil and paper
- Skittles
Preparation
This is an individual presentation.
Presentation
Naming
- Have the child bring over the first tray of fractions.
- Take out the whole circle. Directress tells the child “This is a whole.”
- Place the whole in front of the tray.
- Directress takes out one of the group of 2 and say, “This is a 1/2”.
- Place it in front of the tray.
- Repeat in this way up to the group of 5. (1/2)
- Directress does a Three-Period Lesson for the group of 1, group of 2, group of 3, group of 4, and group of 5.
- Once the child is familiar with this tray, do the same for the second tray.
Writing
- When the child knows the names, begin with the two trays.
- Directress points to a few fractions and ask the child what it is.
- This will serve as your check to see if the child knows the names.
- Tell the child that you will show him how to write fractions.
- Point to the group of 2. Ask the child how many pieces there are. (2) .
- Directress says, “Yes, there are two pieces, so I will write a 2.”
- Take one 1/2 and place it on front of the tray.
- Ask the child how many pieces are here. (One 1/2). Say, “There is one.”
- Place a line over it: and write 1 over it.
- Replace the 1/2 back onto the tray.
- Repeat in this way for all of the fractions.
- Directress can remind the child that we place how many pieces are all together on the bottom and the piece we have taken out over the line.
- Do a Three Period Lesson for Numerator and Denominator.
- Then take out 2/3 or 7/9 or 2/5, etc and have the child write these fractions.
- Then read these with the child.
Labeling
- Have the child bring over the two trays of fractions.
- Take out all of the labels and place them in their corresponding piles in front of the tray.
- Have the child label each part of each fraction reading each label as he does so.
- Ask the child for the names of the numerator and denominator to check for understanding.
Control Of Error
The directress.
Points Of Interest
Purpose
To help the child gain a sensorial impression of fraction.
To introduce the concept and notation of fractions.
To introduce sensorial exploration of equivalency among fractions.
To introduce simple operations.
Variation
- Two children can work together by mixing all of the labels together and then labeling each piece of each fraction.
- The children who may need more work can play a game in pairs, one picking a slip with a fraction written on it and the other child pointing to it or taking it out of the tray.
Links
Handouts/Attachments
