Examine math models, and find the fraction for each piece. Make a shape made out of smaller equal size pieces.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into four parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Partition rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
Show the sideshow (see Supporting Files section) and have students discuss the problems, strategies and solutions. Once they have found the strategy of creating fractions out of parts to a whole, unveil the Big Idea. The Big Idea. “Fractions can be made out of large shapes that are made out of smaller shapes”
Part 1: Students will teleport to the Exhibition Area where they will be given a camera, and portfolio. The students will look at math models and find the fraction of each piece. When they get it right they will go to the next question. See an an example of how to document work in portfolios in the Supporting Files section.
Part 2: Students will be teleported to the Stage and will be given either four sets of six blocks or six sets of four. They will use the blocks and build a structure and find the fraction for each piece. Peer Review When they finish, push the done button and get teleported to your partner’s stage. Build the same shape as your partner but use your set of pieces. The first rectangle was made by the first player, the rectangle on the right was made by second player after looking at the first player’s work. Debrief The teacher will facilitate a discussion around the peer review questions.
1. The student was able to examine and label math models to find the fraction of parts to a whole. (3.GA.2)
2. The student was able to examine a math model and determine if it is made out of equal pieces. (3.GA.2)
3. The student was able to create a math model that shows a shape made out of equal pieces. (3.GA.2)
4. The student was able to examine a peer’s math model and recreate it using different size pieces. (3.GA.2)
5. The student was able to explain how the math model is parts to a whole and what a unit fraction is and connect it with the Big Idea. (3.GA.2)
6. The student was able to explain other mathematical connections such as factors, number families, or equivalent fractions.