**Simple Dividing Fractions Lesson Plan Collections** - Teacher will begin by using: - drawing polygons on the board and have college students become aware of shapes as a evaluate of the closing math unit, ending with a circle - then trainer will begin to divide polygons into even portions to interact previously taught understanding of dividing areas into equal elements, reinforcing what they've found out the day before. - The teacher will ask what number of portions are in each of the polygon, writing down solutions in a fractional layout (eg. If the polygon has 6 pieces, the teacher would write “ /6” at the board). This will open up dialogue about the denominator. - After the dialogue approximately the denominator, instructor will speak the numerator, or “upstairs” number, and show how it is represented because the shaded location of the fraction. (Eg. ??so to locate the numerator, i would need to examine the now shaded area of my shape. How many portions are shaded in this shape??? “4 portions, so i'd want to position that quantity on pinnacle of the total number of same pieces: four/6. So the fraction i'd have is four sixths”.

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in the course of the lesson, the teacher will start to introduce the vocabulary needed to inform the components of the fractions. The key vocabulary consists of: fraction; unit fraction; numerator; and denominator. - Students might be advocated to use this new terminology when discussing fractions. - While students are given their pastime, the instructor will demonstrate a way to get specific fractions using the geometric shapes.

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1 , accessed 1/four/08 segment 2: discover provide armson possibilities for exploration.? college students look into a math idea.?college students percentage their wondering and ask questions.? instructors have a look at and listen, ask probing questions to redirect, and offer sufficient time.

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Goals: students will: pick out fractions when the whole (location) and part of the region are given. ?? represent the fractional courting among the pattern block shapes using a popular form of the written notation [for example, the green triangle is x of the blue rhombus]. ?? perceive the numerator in a fragment and keep in mind that the numerator is the pinnacle range in a fraction and indicates the wide variety of components of the entire. ?? pick out the denominator in a fraction and understand that the denominator is the bottom quantity in a fraction and shows the variety of parts into which the complete is split.