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MATH_3_A_2 FRACTIONS SECTION 4 OF 4 PARTITIONING 2014_LES.docx

Third Grade CurriculumFractions

Section 4 of 4Partitioning Wholes Amongst 2 or More Recipients

Suggested Number of Days: 3 Days

The suggested number of days includes instruction, practice, and mixed review time. Please review materials in advance to allocate days based on the resources provided.

Topic PageDay 1

Day 2

Day 3Class small

group rotation with Part III, Part

IV and Mini

Part I: Partitioning with Real World ExperiencesThe Quesadilla Question (Part 1)The Quesadilla Question (Part 2)Part II: Partitioning using PicturesExperience 1: Partitioning with Fractional PartsExperience 2: Partitioning with Wholes and FractionsExperience 3: Partitioning with Wholes and FractionsExperience 1: IMN Strips (5/page)Experience 1:Partitioning Pictures (4/page)Experience 2: IMN Strips (7/page)Experience 2:Partitioning Pictures (5/page)Experience 3: IMN Strips (7/page)Experience 3:Partitioning Pictures (4/page)Additional Practice ProblemsPart III: Partitioning with PicturesPart IV: Partitioning with Pattern Blocks

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25-272829

NOTE: **Target Questions** are included for use in conjunction with the Teacher Notes. In the Practice Problems, some are marked with an “*”. It is suggested that you include these problems in your unit. There is also a model window pane problem on some target problems to use as a Guided Practice. Additional problems are also included as needed.

Property of Cy-Fair ISD Elem. Math Dept. (3rd Grade) 2014-20151

Additional Resources:

MATH_3_A_2 FRACTIONS SECTION 4 OF 4 PARTITIONING WITH PICTURES 2014_RES.docx


FractionsPartitioning wholes between 2 or more recipients

TEKS: 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictoral representations of fractions with denominators of 2, 3, 4, 6, and 8; (Supporting)

3.3F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictoral models, including number lines; (Readiness)

3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number (Supporting)

VOCABULARY: fraction, numerator, denominator, unit, unit fraction, partition, fair share, equivalent

Teacher Background: Partitioning is foundational for students to understand fractions, but understanding partitioning does not lead students simultaneously to a complete understanding of fractions. Partitioning a whole, or unit, into unit fractions, one piece (1/b) of an object separated into b pieces, allows these equal parts to be then shared among groups of 2 or more recipients as stated in the TEKS.

Student Background: Partitioning an object or set of objects is a real life experience most students have familiarity with, like partitioning a cookie in half so two people each get a fair share.

Materials: flour tortillas (paper circles can be used as a substitution), scissors, glue, manila or construction paper

Note to Teachers: Some pieces of the following experiences need to be cut by students, but you may choose to have the pictures pre-cut to facilitate timeliness of the lesson.

Part I: Partitioning with Real World Experiences


Additional Resources:

MATH_3_A_2 FRACTIONS SECTION 4 OF 4 PARTITIONING WITH PICTURES 2014_RES.docx


The Quesadilla Question (Part 1: Unit as one whole)

1. Have discussion with the class to see if they have ever had a quesadilla. Discuss that it is melted cheese, with meat and/or vegetables, inside a tortilla.

2. Have students sit at tables with 4 at each table or in groups of 4. If a group is not equal to 4, have them pretend there are other students in their group to equal 4.

3. Present this story to the students:

Today is National Quesadilla Day, Yeah! We are going to celebrate by sharing some quesadillas.

4. Give each table a sheet of large construction paper or manila paper. Give each table 2 tortillas, discuss that many quesadillas are made with a one tortilla on the top and one tortilla on the bottom with cheese and filling in the middle, but for the sake of this experience each tortilla will represent one whole quesadilla. Have students trace around each tortilla on the construction paper.

5. “How many quesadillas do we have?” (2) “How many people are going to eat these 2 quesadillas?” (4) “How should we share them?” (student responses may vary: cut them, split them, etc.) “We will have to cut, or partition them somehow so that everyone gets a share. But how should we cut the pieces?”(fairly or evenly)

6. “Let’s look at the first quesadilla. How many people are going to eat this quesadilla?” (4) “How many pieces should we partition it into?” (4) “Why?” ( so each of the 4 people gets one piece)“How should we partition the tortilla so that everyone gets a fair or equal piece?” Discuss the difference between cutting the quesadilla in 4 pieces using 3 vertical lines (not fair or equal) verses 1 vertical and 1 horizontal line (fair or equal) as demonstrated in the following picture. Fractions must have equal pieces.



7. Have students first fold the tortilla in half then in half again to mark the tortilla into 4 fair shares. Then students can cut the tortilla into 4 pieces using scissors. Have them lay the pieces back on the construction paper circle.

8. “Now share the quesadilla at your table so everyone gets a fair amount, or everyone gets an equal amount of the one quesadilla.” Students share quesadilla. “How many pieces are in the quesadilla?” (4) “How many pieces does each person get of the one quesadilla?” (1) “So we could say that each person got what fraction of this quesadilla?” (one-fourth or 1

4 ) “One-fourth tells us that there are 4 pieces in the whole and you have 1 of those pieces, or 1

4 of the whole quesadilla.” Have each student keep their piece of tortilla.

9. “What about the second quesadilla? What should we do to it?”(Cut it into 4 equal pieces) “Why?” (So each person gets one piece)

10. Fold and cut the second tortilla and return it to the construction paper circle.

11. “Share this quesadilla at your table so everyone gets a fair amount, or everyone gets an equal amount of quesadilla.” Students share quesadilla. “How many pieces were in this quesadilla?” (4) “How many pieces did each person get?” (1) “So we could say that each


Note: Since most tortillas are not perfect circles, the pieces will be similar but not exact, equal pieces.

Shows fair shares or equal piecesDoes not show

fair shares or equal pieces


person got how much of this one quesadilla?” (one-fourth or 1

4 ) “But don’t you already have some

quesadilla?” (Yes) “You already had 14 and now you

have 14 more, so how much do you have now?”( 2

4 )

12. “Now we are going to record what each person at the table has.” Have one student from each table lay their pieces in the circle on the construction paper and trace their pieces next to each other. Label each as 1

4 and shade their 2

pieces one color. Then, have them write “their name has 24 ” ,

in the same color as the shading, next to the circle. The example is shown with a student named Nina.

13. Each student will complete the same process with a different color.

14. “What do you notice about what fraction of a quesadilla each person has?” (They all have the same amount). “Look at the shading. What do you notice about how much each person has shaded?” (Each person has one half of the one quesadilla shaded) “Each person


14

Ninahas24

14

14

14

14

14

14

14

Todd has24

Inahas24

David has24

14

Ninahas24

14


has 24 shaded which is the same as 1

2. Why are they the

same?” (24 covers the same amount as1

2) “What could we

say about 24∧1

2?”(they are equivalent) Demonstrate this if

necessary by cutting one tortilla into two equal pieces and compare the 1

2 and 24 (remember they will be similar but not

exact because tortillas are not exactly the same size). “Let’s record this on our paper.” Each person will record 2

4 is the

same as 12 of one quesadilla under their name.

15. “If 24 is the same as 1

2 then we can say they are equal

or equivalent. Let’s add that to our paper.” Add 24 = 1

2 to paper.

16. “Now let’s go back to think about our quesadillas. Each group got 2 quesadillas to share with 4 people.


same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

14

14

14

14

14

14

Todd has24

Inahas24

David has24

14

Ninahas24

14

24 =

same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

14

14

14

14

14

14

Todd has24

Inahas24

David has24

14

Ninahas24

14

24 = 2

4 = 24 =


What fraction did each person get?”(each person got 24 or

12 of one quesadilla). “If we cut each quesadilla into 4 pieces, each person got 2 pieces or two-fourths of a quesadilla.”

The Quesadilla Question (Part 2: Unit as the set of tortillas)

1. Bring students to the floor. Hold up two tortillas. “Let’s look at things a different way. We still have 2 quesadillas that we need to share with 4 people.” Ask 4 students to come to the front of the room. “But now we need to look at the quesadillas together as a whole unit. I need to share them among 4 people, so how many total pieces do we need?” (4) “We need 4 pieces total, not 4 pieces each. To get a total of 4 pieces, what would we need to do?” (cut each into 2 pieces, 2 and 2 is 4) As a teacher demonstration, cut each tortilla into 2 equal pieces. “How many pieces do we have now?” (4) “If I give one piece to a student [give 1 piece to one of the students in the front of the room], how much of all of all of the quesadillas do they have?” (1 of 4 pieces) “They have 1 of 4 of the pieces or 1

4 of all the quesadillas.” Take back the piece and give one of the other students at the front of the room one piece of the quesadillas and ask what fraction they have of all the quesadillas? Continue with each of the 4 students at the front.

2. “Remember, we are not looking at just one quesadilla, we are looking at the two quesadillas together as a set. Each student has 1

4 of all of the quesadillas. Let’s use our paper at our tables to help represent this.” Have students return to their tables. Give each table white paper to lay over each of their drawings of the tortillas. Have them trace the circles on the white paper and cut them out.



Use one piece of tape to attach each white circle to the construction paper to create a flap.

3. “If each of you in the group of 4 are going to get some of all the quesadillas, how many total pieces do we need?”(4) “How are we going to cut our quesadillas?”(separate each into 2 equal pieces to get 4 total pieces) Draw a vertical line on each paper tortilla to cut it into halves.

4. “We are going to record how much of all the quesadillas each person at the table has. If you get 1 of 4 pieces, what fraction of all the quesadilla do you get?”(1

4 ) Have one student from each table write 14 of all the

quesadillas inside their piece of all the quesadillas and shade it the same color as they did previously. Continue with each student in the group.

5. “Each person gets 14 of all of the quesadillas. What

makes this example different from quesadillas we shared out previously?” (This time our unit is now two


same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

14

14

14

14

14

14

Todd has24

Inahas24

David has24

14

Ninahas24

14

same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

same as12

of one quesadilla

14

14

14

14

14

14

Todd has24

Inahas24

David has24

14

Ninahas24

14

14

of all thequesadilla

14


14


14



quesadillas so our portion is 14 of all the quesadillas but before

it was 24∨1

2 of one quesadilla). “When we partition our wholes it makes a difference whether we are looking at partitioning each as a whole or if they all work together to make a whole unit, or whole set.”

Part II: Partitioning with Pictures

Teacher note: pre-cut whole pictures will facilitate the timeliness of the lesson

Experience 1: Partitioning Practice among two or more recipients with fractions

Partitioning pictures (TN Pg. 20) and IMN strips (TN Pg. 19) provided.

Recommendation: Use IMN horizontally to have enough space to draw the groups next to each other

Miguel made 3 sandwiches. He wanted to share them equally with himself and 5 friends.

What fraction of one sandwich did Miguel get? _____

What fraction of all the sandwiches did Miguel get? _____

1. Have students glue the IMN Strip onto the right side of their IMN.

2. Read Miguel story with class. “What do we know?” (3 sandwiches and 6 people) Pass out pictures of 3 sandwiches. “What could we do to represent Miguel and his 5 friends?” (Draw 6 people). “Or we could draw 6 circles that represent the 6 people to save time.” Draw 6 larger size circles to represent Miguel and his 5 friends. Label each circle: M, F1, F2, F3, F4, F5


M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5 M F1 F2 F3 F4 F5


3. Have students cut out the three rectangles that the sandwich pictures are in.

4. “How many sandwiches do we have to share out?”(3) “How can we share 3 sandwiches to 6 friends?” (partition them into pieces) “How many pieces total do we need?”(6) “How do we know?” (6 people) “How can we make 6 pieces from 3 sandwiches?”(cut each sandwich in half or into 2 equal pieces) Show students how to fold each sandwich in half, label each half with a marker as being 1

2and cut along the creased line. “How many pieces of sandwich do we have now?”(6) “Do we have enough to share to each person?”(Yes) Have students share out the pieces in their IMN, one to each person and glue them down. “Each piece is how much of a sandwich?”(1

2) “Let’s look at the first question. What fraction of one sandwich did Miguel get?”(1

2) “Why?”(Each sandwich is cut in half, so

each piece represents 12 of one sandwich, and Miguel has one

of those pieces) Fill in answer on line of IMN strip.

5. “Now we need to look at the second question. What fraction of all the sandwiches did Miguel get? How is this question different?” (We are looking at all the


12

12

12

12

12

12

M F1 F2 F3 F4 F5

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich

12 of a

sandwich


sandwiches as a set, not just one sandwich) “Let’s look at all the three sandwiches then. How many total pieces do we need?” (6) “How can we break up the sandwiches into 6 parts?”(cut each sandwich into 2 pieces)“If we were to use that number in a fraction, would it be our numerator or denominator?” (Denominator) “Why?” (It is the total number of pieces) “How many pieces does Miguel have?”(1) “Miguel has 1-sixth of the pieces then. How would we write that as a fraction?”(1 in the numerator and 6 in the denominator) “Let’s label Miguel as having 1

6 of all of the

sandwiches.” Label Miguel as having 16 . “How much does

each friend get?” (they each have one-sixth, or 1 of the 6 pieces of all the sandwiches) Label each friend with 1

6 . Fill in answer on line of IMN strip.


12 of a

sandwich

16 1

6 16 1

6 16 1

6 of all thesandwiches

12

12

12

12

12

12

M F1 F2 F3 F4 F5


Experience 2: Partitioning among 2 or more recipients with wholes and fractions


Recommendation: Use IMN horizontally to have enough space to draw the groups and partition the pictures

Teacher note: Pre-cut whole pictures will facilitate the timeliness of the lesson.

Yiselle and her twin brother were splitting a package of cookies. There are 5 cookies in the package and they each want an equal amount. How much of the cookies will each twin get?

Begin the “Four-Step Problem Solving” process with students.Display the following problem.Suggestion: Complete the “Four-Step Problem Solving” process as an anchor chart for students to refer back to since the students will be focusing on sharing the manipulatives.

Main Idea Details / Known

Details / Known:* Please note the Details/Known is shown in two different ways. These are not the only ways, but students need to be able to show a representation that they can understand and explain.

Strategies:


Amount of cookies each twin

get

2 people sharing 5 cookiesor

sharing


1. “What are we sharing out?”(Cookies) “Into how many groups are we sharing?”(2) “Why?”(2 people, Yiselle and her twin brother, get them) “Let’s draw out those groups.” Draw two circles and label them as Y (Yiselle) and B (Brother). Note: the following pictures would be drawn in the strategies section.

2. “Now what do we need to share to our groups or people?”(Cookies) Pass out pictures of cookies in strips and have students quickly cut them out. “How many cookies do they have to share?”(5) “If we have 5 cookies and 2 people, could we start by sharing out whole cookies first?” (Yes) “Give each twin 1, how many cookies did we use?”(2) “Can we share out another whole cookie?”(Yes) “Give each twin another cookie. How many total cookies have we shared out?”(4) “What do we have left?”(1 cookie) “Could we just give this cookie to Yiselle or her brother?” (No, it would not be fair) “So what do we need to do?” (Cut it) “How many pieces do we need to cut it into?” (2) “Why?” (there are 2 people to share it with). Have students fold cookie in half and cut on the crease. “Each twin will get 1 of the 2 pieces, so what fraction of the last cookie will they receive?” (1

2) Have students label each half with the fraction, 12

and share it into each group.

3. “Are there any more cookies to share out to the twins?”(No) “Let’s look at what each twin got. How many


Y B

12

12

Y B

Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B Y B


cookies did Yiselle get?” (2 whole cookies and 12 of another)

Show students how this is recorded as 212.“How many cookies

did Yiselle’s twin get?”( 2 whole cookies and 12 of another)

Record under picture

How / Justify:

Shared whole cookies to each person Cut cookie in half and shared 1

2 to each person

Experience 3: Partitioning among 2 or more recipients with Wholes and Fractions


Recommendation: Use IMN horizontally to have enough space to draw the groups and partition the pictures

Amelia bought a pack of gum to share with herself and her two best friends, Josline and Timothy. It contained 5 sticks of gum. What portion of the sticks of gum will each person get?

Begin the “Four-Step Problem Solving” process with students.Display the following problem


12

12

Y B212

212


Suggestion: complete as an anchor chart for students to refer back to since the students will be focusing on sharing the manipulatives.

Main Idea Details / Known

Details / Known: * Please note the Details/Known is shown in two different ways. These are not the only ways, but students need to be able to show a representation that they can understand and explain.

Strategies: (representations to be drawn in strategies section)

1. “What are we sharing out?”(gum) “Into how many groups are we sharing?”(3) “Why?”(3 people, Amelia, Josline, and Timothy) “Let’s draw out those groups.” Draw three grouping representations (circles). “What should we do to our groups so we don’t get confused?” (Label them)

2. “What are these three people sharing out?”(Gum). Pass out partitioning pictures and have students cut out the sticks of gum quickly. “Before we see if we need to partition anything, what should we check first?”(Can we share out wholes first) “Let’s see if we can share out any wholes first.” Have students share out pictures evenly. “How many wholes did each person get?”(one) “Is there anything left over?”(yes, 2 sticks of gum) “Turn to your neighbor and discuss if you


Portion sticks of gum each get

3 people sharing 5 sticks of gumor

sharing

A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T A J T


have enough to share these two pieces of gum fairly.” “What did you and your partner discuss?”(cannot share 2 wholes with three people).

3. “How can we split 2 pieces of gum with 3 people? What are we going to have to do?” (Student answers will vary) “If we know we have three groups, could we split each whole piece of gum into 3 pieces so everyone gets a part of one whole piece?”(Yes) “Let’s practice together on the first piece of gum.” Have students use a pencil to mark how the wholes would be partitioned. “How many pieces are in one whole piece of gum?”(3) “If someone got one of those pieces, what fraction would they get?” (1

3) “Let’s label

them then.” Have students label each portion as being 13.

“Who could get the first portion?”(Amelia) “Label it A for Amelia. Who could get the second portion?”(Josline). “How can we show that J gets this portion?” (Label it with a J) “And what should we do for the last piece?”(Label it T for Timothy) Discuss that the second whole should be done the


GUMGUM

GUMGUMGUM

A J T


same way. Have students work with their elbow partner to complete the second whole.

4. “Can we now share our wholes into 3 groups now?”(Yes) “Let’s cut our sticks of gum and share them out evenly to the three friends.” Have students glue down pictures after they have shared them to their three groups. “Let’s start by looking at Amelia. What does she have?”(1 whole, 1

3, and 1

3) “We should start with the whole since we shared that out first. Let’s label that one whole under the picture. How about these two fraction pieces, let’s label them under the whole too. Could we put these fraction pieces together to compose a new fraction?”(Yes, 1

3 + 13 = 2

3) Have students record this new composed fraction as well. Demonstrate how to write 12

3 under the picture. Have students complete Josline with their elbow partner and Timothy by themselves.


J TT JA A13

13

13

13

13

13 GUMGUM

GUMGUMGUM

A J T

GUMGUMGUM


How / Justify: Shared out the wholes then partitioned each remaining

whole to share out to 3 people Found each person got 12

3 for their portion of the sticks of gum.


13 A

13 A

13 J 1

3 T

13 J 1

3 T

1 whole 13+1

3=23

123

1 whole 13+1

3=23

123

1 whole 13+1

3=23

123


Experience 1: IMN Strip ( 5 per page)


















Experience 1: Partitioning Pictures (4 per page)















Experience 2: Partitioning Pictures ( 5 per page)













Experience 3: Partitioning Pictures ( 4 per page)

Practice Questions:


GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM

GUM


Teacher Note: The practice questions provided on TN Pg. 26-27 provide additional practice for students to experience partitioning among 2 or more recipients. They are provided as an additional resource. Please assess your students to determine if they need to be used with your students, used as guided practice problems, used as partner practice, used as independent practice, used for small group instruction, etc.

The pictures on the following problems have been placed on the bottom of the page to allow students to cut them off and manipulate the pictures if necessary.

Students will complete the Main Idea, Details/Known, Strategies and How/Justify. The following shows what the strategies for each problem would look like.

Tobias cooked 7 ears of corn. He is sharing them with himself and his 5 family members. What fraction of the corn will each family member get?

Chance needed 2 containers of drink mix to make 6 gallons of punch. What fraction of the drink mix is in each gallon of punch?

Practice Question (Pictures provided at bottom, cut off if necessary)


11611

611611

611611

6

16

16

16

16

16

1111116

1

1616

1616

1616

1616

16

16

1616

26

26

26

26

26

26

161616161616161616161616161616161616161616161616161616161616161616161616161616161616

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16161616161616161616161616161616

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16161616161616161616161616161616

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1616161616161616161616161616161616161616161616161616161616

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Tobias cooked 7 ears of corn. He is sharing them with himself and his 5 family members. What fraction of the corn will each family member get?



Practice Question (Pictures provided at bottom, cut off if necessary)

Chance needed 2 containers of drink mix to make 6 gallons of punch. What fraction of the drink mix is in each gallon of punch?


CoolKid Drink MixPunch Flavor





























































































**Teacher note: It is suggested that on day 3 of Partitioning, use Part III, Part IV and the Mini as small group rotations.

Part III: Partitioning among 2 or more recipients Practice

Use file: MATH_3_A_2 FRACTIONS SECTION 4 OF 4 PARTITIONING WITH PICTURES 2014_RES.docx

Use the Partitioning Practice with Pictures worksheet to allow students additional practice in partitioning pictures and labeling fractional parts.

Suggestion: Allow students to work with a partner for practice 1 and 2 and independently on 3 and 4.

Directions:1. Cut out pictures that correspond with Question 1.2. Share out wholes first. 3. Partition any remaining whole(s) into fractions that can be

shared evenly with each group. 4. Label all pictures with whole or fraction name.5. Glue pictures onto groups.6. Complete by filling in the blank in the statement below the

groups with the portion each group gets of the whole amount of objects.

7. Complete the remaining questions.

Example given for Question 1


14

141

4

14

1 14

1 14

1 14

1 14

1

1 14

1 1 1


Part V: Partitioning with Pattern Blocks

Use File:MATH_3_A_3 FRACTIONS SECTION 4 OF 4 PARTITIONING WITH PATTERN BLOCKS 2014_RES.docx

Use the Partitioning Practice with Pattern Blocks worksheet to allow students additional practice in partitioning pictures and labeling fractional parts.

Suggestion: allow students to work with a partner for practice 1 and 2 and independently on 3 and 4.

Directions: (Question 1)

1. Have students identify a trapezoid in their pattern blocks. Have them place trapezoids inside the outline of the hexagon to determine how many trapezoids make a hexagon. (2)

2. Use the information to complete the information box to the right of the trapezoid picture.

3. Complete steps 1 and 2 for rhombuses and triangles.


_____ trapezoids fit into a hexagon, so

1 trapezoid = _____ of the hexagon

2

12


Directions: (Question 2)1. Student uses rhombus Pattern Blocks to build a hexagon on the

hexagon outline2. Share out the rhombuses fairly into each group (represented by

the ovals). 3. Trace the rhombuses in each group once they are fairly shared

and label with the fraction part (1-sixth, because it is 1 rhombus of the 6 total)

4. Complete the missing blanks in the box below the groups.5. Complete steps 1-4 for number 3 and 4.


16

16

16

16

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Date post:	10-Apr-2018
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