Objective: Students will be given 6 different colors of paper and will make fraction strips of paper representing whole, 1/2, 1/3, 1/4, 1/6, and 1/8 in 15 minutes.
The students will walk into the room and find a tray of brownies at the front of the classroom. They will wonder what they are for and be very curious. Once everyone has taken their seats explain to them that you are going to break them into different pieces to represent fractions of the whole. Have someone come up and cut the brownies in half. Repeat this step until the brownies are cut into enough pieces for the whole class. Once the brownies have been cut, let each student have a fraction of the brownie.
At the end of this activity, students will have explored their fraction strips and will understand what a numerator and denomenator of a fraction represents. They will also see the relationship between whole, 1/2, 1/3, 1/4, 1/6, and 1/8. They will also understand that the larger the denominator, the more parts the whole has been broken into.
- First students will be given 6 sheets of different colored paper. Be sure that everyone knows that these pieces are whole pieces of paper. Have them write whole on one of the papers.
- Next,have the students cut one of the pieces in half and write 1/2 on both pieces of paper.
- Do these same steps with each piece of paper.
- As they cut the pieces of paper, be sure that they are exploring writing the fractions on the paper.
- After all of the pieces of paper are cut, have them explore the different sizes and the numbers that are written on the paper. Which piece is larger?
- Explain what numerator and denominator are.
- Why are the pieces of paper with the largest number on the bottom, smaller than the rest? Have them explore and answer this question.
- After students have explored their strips of paper by them selves, have them write down why they think the largest number on the bottom is the smallest piece of paper. Then discuss as a class.
- At the end of the discussion all of the students will understand that the bigger the number on the bottom, the more parts the whole has been broken into.