## Finding Half Using Fraction Bars

Before diving into *equivalent fractions,* I have found that letting students explore by building ½ with fraction bars helps build a foundation for equivalent fractions.

After this simple hands on activity, students will understand

– The denominator needs to be an EVEN number in order to take half

– There are multiple combinations to make a half

– All of these combinations have the __same value__ (are equivalent)

This activity will build a strong foundation of __equivalent fractions__.

**Making 1/2 with Computation**

If students have a solid foundation of making a half with fraction bars, this will be a very easy transition (and might I say a confidence booster)

1) There’s a total of 36 pieces

2) What is half? *This is where long division can come into play if students don’t automatically know what half of 36 is. **
*3) Half of 36 is 18

4) Just to reiterate the concept of what a whole is 36/36 is one whole. If we take half of 36 pieces, there will be 18 pieces in each of the two sections.

Simple enough?

After a couple more whole group examples, we move onto partner activities/math stations!

## Activities to Practice

Matching the fraction 1/2

– Student task cards

“I can make fractions equal to a half”__
Directions:__ Flip over one card at a time. Both partners will need to find the fraction that equals the half! The player that wins rock, paper, scissors needs to explain verbally why the fraction card is equal to a half. That player gets to claim the card!

Sentence Stems:

“……is equivalent to ½ because…..is the same amount.

I know this because…..

A ½ or Not a ½: That is the Question

– Give students a big sheet and make a T-chart

– Students work in pairs (or groups of 4 – two pairs) and sort their fraction cards

– They need to ‘prove’ and ‘give evidence’ of their choice

– Students will do a ‘gallery walk’ and ** ‘flag’ **the ones that are incorrect on others’ posters

– Come back and fix before final glue

This is a part of our fraction series. Check out these other posts!

– http://mustardseedteaching.com/fractions-introduction/

– http://mustardseedteaching.com/pizza-fractions-unit-fractions/

– http://mustardseedteaching.com/comparing-fractions-with-common-denominators-common-numerators/

What are some things you teach students to understand 1/2?

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