Unit 2, Lesson 1
Representations of Fractions (Part 1)
Grade 4
Preparation
Lesson Purpose
The purpose of this lesson is for students to make sense of unit fractions with denominators 2, 3, 4, 5, 6, 8, 10, and 12, using physical and visual representations.
Lesson Narrative
In grade 3, students were introduced to fractions as numbers. They learned to name and represent fractions, to recognize simple equivalent fractions, and to compare fractions with like numerators and denominators (limited to 2, 3, 4, 6, and 8). Students used fraction strips, area diagrams, tape diagrams, and number lines to support their reasoning with fractions.
This lesson activates students’ prior knowledge of unit fractions and includes fractions with new denominators 5, 10, and 12. Students revisit the meanings of “numerator” and “denominator,” name unit fractions, create representations for them, and recall some strategies and tools for reasoning about fractions.
The idea of equivalence may naturally come up (and will help to prepare students for upcoming work), but it is not the focus of this lesson.
- Engagement
None
- Describe (orally and in writing) the relationship between the denominator and the size of the unit fraction.
- Represent and identify unit fractions that have denominators 2, 3, 4, 5, 6, 8, and 12 on physical and visual representations.
- Let’s name some fractions and represent them visually.
Required Preparation
Activity 1
- Each group of 2 needs 4 strips of equal-size paper (cut lengthwise from letter-size or larger paper or use the provided blackline master).
Teacher Reflection Questions
What did you learn about each student and their foundational understanding of fractions based on their work today?
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