Fractions Introduction

| ,

Fractions Introduction

Start off with a quick conversation to activate prior knowledge

*tip: have visual pictures available for students to see
“Where and where do we use fractions in everyday life?”
on the highway, music, shoe size, cooking, pizza, etc

“What does ½ mean to you?”
there are two total pieces and one is shaded

“What does it mean to be equal?”
they have the same area

“What does a fraction show?”
fractions show part of a whole

Challenge:“Is this shape equally divided into fourths? 

Quick challenge activity: “Is this shape divided into fourths? Why or why not?” 
Allow students to discuss with a partner. Allow them to do some hands on exploration of this by providing paper (and scissors).

Squares are split into half
Triangles are split into half

This activity will help students understand what fractions represent. Fractions represent equal parts of a whole.

Fraction Strips

Hands on cutting
Red (whole)
Orange (½)
Yellow (1/3)
Green (1/4)
Purple (1/6)

Guiding Questions
How many orange pieces are there?
Total of two pieces: Denominator
Two EQUAL parts
One out of two pieces (1/2)
Two out of two pieces (2/2 or 1 whole)

How many yellow pieces are there?
1 out of three pieces (label 1/3)
2 out of three pieces (2/3)
3 out of three pieces (3/3 or 1 whole)

3) What can we combine to make one whole?

Fraction Vocabulary

It’s important to teach students the fraction vocabulary.

A foldable the students can glue into their math journals work.
Numerator: part (how many) —– the top number counts
Denominator: whole (how many total) —- what is being counted
Fraction tells us only about the relationship between the part and the whole

Simon Says – Follow the Leader
Play a quick easy game of simon says to get them familiar with vocabulary in a way that is hands on.
Example: When you say numerator, the students need to say “numerator” and point to their heads. When you say denominator, the students need to say “denominator” and point to their knees.  Change it up and say “part, how many” and the students need to say “numerator” and point to their heads. Change it up by trying to trick them and point to your head while saying “denominator” and see if they catch on!

You can make up an easy chant that helps students remember the vocabulary.
*pointing to their heads* “Numerator, numerator, part – how many”
*pointing to their knees* “Denominator, denominator, whole – how many total”

This is a part of our fraction series. Check out these other blogposts for more!

What are some things you do to introduce fractions?


A Twist on Multiple Fact Fluency

Making Half


Leave a Comment