# Write a fraction as a multiple of a unit fraction

The second area model is divided to show two columns and two rows.

This let's me know that the students are not familiar with this skill, and this lesson is necessary. What is the addition sentence?

## Multiples of unit fractions lesson 8.1 homework answers

Let's show the example from above on the number ray model. What is the addition sentence? This subconstruct may help in just naming simple fractions of sets or groups. I have on average two to three students yearly in my class that are on an Instructional Educational Plan due to some diagnosed learning disability. Students will have a couple of minutes to think and write in their math journal, then share their ideas with their group or partner. Once you have the area model divided in "one-fifths", shade the fraction being compared. Students should be able to notice that this idea of subdivision resembles an array of multiplication. The number ray can also be used; however, for this unit I will only use the area model for comparison of fractions with unlike denominators. Beginning at the origin, you would "travel three "one-fifths" moving in the positive direction. Students would also need to have this understanding of a number line. They will then work in small groups or partners to chat about how they explain fractions. In a previous lesson, the students learned the fraction represented by each of the shapes.

We will divide each section between the whole numbers in "one-fourths". The goal is to identify manipulative activities using concrete materials whose structure fits the structure of the particular rational-number concept being taught.

If I were to place them in that order it would be: fractional measure subconstruct, linear coordinate subconstruct, quotient subconstruct, ratio subcontract, operator subconstruct, decimal subconstruct, rate subconstruct.

They will then follow a set of instructions and questions given by the instructor to guide their understanding and writing of a fraction.

Reminding students of the adjective-noun relationship would be a good idea to reinforce looking for the same unit. I decided at the last minute to have the students also draw a model of the fractions. A student asked an excellent question, "Where did you get the 4? This could be a good beginning for them to see what a number ray would look like when drawn.

Label where you "land". Once students have an understanding of multiples of unit fractions on a number ray, then they will need to practice finding different general fractions on a number ray.

### List the next four multiples of the fraction 2/6

The area model displays four parts of the original whole, and students should be able to see that all the parts are equal. The unit fraction is one equal part out of the total number parts to equal the whole unit. It makes a huge difference if you have 3 cents or 3 hundred dollar bills. In figure 9, one part is shaded. The unit should take approximately four weeks to complete. The Rational Number project, states: "There is no single manipulative aid that is "best" for all children and for all rational-number situations. Insisting students to always specify the units for any answer will help to develop "unit consciousness". The students must write the addition and multiplication sentences for each fraction, then dislay a model of the fraction using the shapes. Students should be able to relate the above numbers to whole numbers and see that the ruler will have 12 whole numbers and that their number ray will also have 12 whole numbers fig. If I were to place them in that order it would be: fractional measure subconstruct, linear coordinate subconstruct, quotient subconstruct, ratio subcontract, operator subconstruct, decimal subconstruct, rate subconstruct.

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