Fractions: Area Models

Over the past two weeks, we've been reviewing how fractions can represent part of a whole.

We've been representing unit fractions (fractions with a numerator of 1) and benchmark fractions (commonly used/familiar fractions such as 1/2, 1/4, 3/4) using 4x6 arrays as an area model.

In class, we've been looking at these models and having discussions to prove whether or not they are the fraction we're looking for (ex: 1/3 or NOT 1/3?).  Often, students think fractions have to "look" a certain way, but we've seen that fractions can be the same size (area), but different shapes.  Some students are even starting to make connections to division/multiplication as inverse to help them decide a fraction's area.  We'll continue to build on this strategy after Thanksgiving Break as we investigate fractions of sets and whether or not a fraction of one whole (or set) is always the same size as the fraction of another whole (or set).

If you've ever been asked to share something with a sibling (or friend), then you know how important it is to be able to compare fractions!

This year, I've shared a few stories about my brother, Andrew, and myself when we were kids.  Like most siblings, we argued, occasionally got in trouble together, and tried to trick each other.

(Coincidentally, my brother picture-mailed me this recently.  Notice how he chose to send a cute picture of himself and his big brown eyes that always make our mom, who also has brown eyes and is the youngest child like he is,  forget all about whatever he did and a picture of me on the verge of a tattle!)

Keeping peace in families and friendships...just one reason why being able to compare fractions is important in real life outside of school!