Fractions of a Whole Amount

• The second launch activity revolves around fractions of the whole amount.
• The learning goal for this launch activity is to understand that fractions represent parts of a whole.
• Students in pairs will describe the value of parts of a whole amount.
• The launch activity uses math boards and optional fraction strips.
• Students will decompose a fraction in multiple ways and add and subtract fractions with like denominators with procedural reliability in Grade 4.
• Students using fraction strips might shade the same strip for different-sized parts.
• The lesson challenges students using prior knowledge of equivalent fractions, partitioning a whole into equal parts, and money to solve problems regarding fractions with unlike denominators
• Students show an increased aptitude for learning when they are actively engaged in some part of the subject matter.
• For groups of learners with varying abilities, assign each student a specific task, such as leading the group discussion or presenting the solution.
• The teacher can read the situation aloud, then the students read to understand the situation. Quantities and connections should then be identified. Each student can read to think about possible math problems and answer if the questions can be answered with the provided information.
• Juana finds one whole doubloon, one half doubloon, one fourth doubloon, and two eighth doubloons while looking for seashells on the beach.
• Spanish gold and silver coins could be cut into 8 parts, which is where the term pieces of eight originates. An early Spanish coin was called the real de a ocho, which translates to "eight reales," that is, "eight royals."
• The exploration of math concepts is more critical than finding a solution and students should be encouraged to pursue new math ideas in a comfortable environment with minimal pressure.
• When students cannot start working or enter the conversation, use prompts about recognizing known information and what numbers are in the problem.
• For students who are frustrated, ask leading questions like "what starting point can they think about?" Explain the known information and what they have worked on.

Chapter 9 At A Glance: Fraction Equivalence

• Lesson 9.1 involves equivalent fractions with usage of models.
• Lesson 9.2 involves generating equivalent fractions with multiplication.
• Lesson 9.3 involves using division in generating equivalent fractions.
• The vocabulary for fraction equivalence is equivalent fractions, unit fraction, and mixed number.
• Equivalent fractions are when breaking apart each size piece into 2 equal pieces.
• The area and linear models are helpful in making sense of equivalent fractions. Students find combining pieces with models more difficult than breaking pieces apart to find equivalent fractions.

Key Concepts in Fraction Equivalence

• Before learning formal procedures for finding equivalent fractions, students must have experiences to build the concept by splitting each piece into the same number of equal parts.
• Fraction strips and area models are two types of concrete models that are used to model fractions as parts of a region.
• Splitting each piece in is split into two equal pieces where there are six pieces out of a total of eight, indicating equality to §
• Fraction strips show fractions as equal parts of a whole, whereas area models show a grid divided into same-size parts.
• The instructional journey involves readiness, engagement, exploration, explanation, elaboration, and evaluation in a routine meant for student learning
• Multilingual learners, with an understanding of vocabulary and sentences to support learning of material, learn about equivalent fractions, unit fractions, and mixed numbers.
• Students read with a partner to compare and contrast their strategies.
• To determine if students need intervention, use Show What You Know. Intensive, strategic, and small group activities can further cement the lesson

Essential Elements of Lesson 9.1: Equivalent Fractions

• Visual models explain why a fraction is equivalent.
• Standard form, numeral-word form, and word form are required before the lesson.
• Students partner to make a model and demonstrate how to use models to show equivalent fractions with materials like a math board and color pencils.
• Students should be able to add and subtract fractions with unlike denominators including fractions greater than one.
• Students often find combining pieces with models more difficult than breaking pieces apart to find equivalent fractions and can show it with fraction strips.
• By breaking apart each 1 size piece into 2 equal pieces, there are 8 pieces in all, where six of the pieces are shaded, or of the circle.
• Students are taught to begin by identifying what is needed, the plan, and a possible strategy like drawing out what is asked using manipulatives.

Essential Elements of Lesson 9.2: Generate Equivalent Fractions

• The lesson intends to demonstrate multiplying by one to create equal sized fractions.
• Prior knowledge of equivalent fractions and their identification are necessary.
• Vocabulary of counters and multiplication tables are necessary.
• Writing as an equivalent fraction through multiplying can aid in real world situations

Essential Elements of Lesson 9.3: Multiplying By Dividing to Simplify

• Sometimes a fraction can be written as an equivalent fraction with smaller numbers in the numerator and the denominator
• By dividing both the numerator and denominator by the same number, an equivalent fraction can be created.
• Prior knowledge of identifying and generating equivalent fractions through diagrams is necessary.