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Math on the Spot Video Tutor Online Assessment

System

Soar to Success Math Online Intervention

iTools Virtual Manipulatives

Digital ManagementCenter organizes program resources by TEKS!

Interactive Student Edition provides students

with an interactive learning environment!

Resources

e

Texas Essential Knowledge and Skills

Number and Operations—3.3.C Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.

Also 3.3.A

MATHEMATICAL PROCESSES3.1.C Select tools, technology, and techniques3.1.F Analyze mathematical relationships

Are You Ready?Access Prior KnowledgeUse the Are You Ready? 2.2 in the Assessment Guide to assess students’ understanding of the prerequisite skills for this lesson.

Vocabularyfraction, unit fraction

Go to Multimedia eGlossary at thinkcentral.com

2.2 Unit Fractions of a Whole What do the top and bottom numbers of a fraction tell? Essential Question?

Lesson OpenerMaking ConnectionsInvite students to talk about kites. Ask them the following questions.

Have you ever flown a kite? How many kites have you ever seen in the sky at the same time? What did the most interesting kite you have ever seen look like?

Using the Digital LessonYou can use the lesson opener to explain to students parts of a whole. Point out, or ask students to identify, one group of objects in the sky in the lesson opener. Ask students what objects on the ceiling and walls of the classroom could be grouped together. Point out to students one group of objects on the ground in the lesson opener. Ask students what objects on the tables, counters, and floor of the classroom could be grouped together. Ask students what one kite or one gopher hole represents.

Learning TaskDirect students’ attention to the group of kites in the sky.

• How many kites does Doc see flying? (4)

• What is the whole in this problem? (the number of kites)

• How would you tell someone that 1 of the kites is blue using the word fourth? (One fourth of the kites is blue.)

Literacy and MathematicsYou may choose the following activity.

Invite students to draw a picture of the kites. Have them color or label the kites to show how many are red, blue, and green. Alternately, have students use connecting cubes to represent the kites in the problem: 1 green, 1 blue, and 2 red.

What do the top and bottom numbers of a

fraction tell ?

Lesson 2.2 43A

Unlock the ProblemUnlock the Problem HandsOn

Essential Question?

Example 1 Find part of a whole.

Luke’s family picked strawberries to make a strawberry pie.

They cut the pie into 6 equal pieces. Luke ate 1 piece.

What fraction of the strawberry pie did he eat?

So, Luke ate _ of the strawberry pie.

Shade 1 of the 6 equal parts.

Read: one sixth Write: 1 _ 6

Number and Operations—3.3.C Also 3.3.A

MATHEMATICAL PROCESSES3.1.C, 3.1.F

What do the top and bottom numbers of a fraction tell?

Name

Unit Fractions of a Whole2.2

A fraction is a number that names part of a whole or part of a group.

In a fraction, the top number tells how

many equal parts are being counted.

The bottom number tells how many equal

parts are in the whole or in the group.

A unit fraction names 1 equal part of a whole. It has 1 as its top number.

1 _ 6 is a unit fraction.

Example 2 Find part of a group.

Jake has a collection of marbles. What fraction

of his collection is yellow?

number ofyellow marbles →

total number → of marbles

___ 8

1 _ 6

Read: one eighth or one out of eight

Write: 1 _ 8

So, _ of Jake’s collection is yellow.

1 _ 6

1 _ 8

1

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English Language Learners Language SupportELLLeveled Activities ELPS

Beginning: Activity 20 1.A.1, 3.G.2, 4.C.3

Intermediate: Activity 3 2.D.2, 2.E.3, 3.F.2

Advanced: Activity 41 4.F.3, 4.F.8

Advanced High: Activity 48 4.F.1, 4.F.2, 4.G.2

thinkcentral.com for the ELL Activity Guide containing these leveled activities.

Verbal / LinguisticSmall Group

Strategy: Identify Patterns• Students identify patterns in language to help communicate about

fractions.• Help students find patterns between cardinal numbers, which tell

about quantity, and unit fractions.• As students work through problems, prompt them

to identify these patterns: four/fourth; six/sixth; eight/eighth, etc.

• Point out that these numbers don’t follow the pattern: two/half, three/third.

ELPS 1.A.1, 2.E.3

Unlock the ProblemHow can you use numbers to show a part of a whole? Solve the problem to find out.

Example 1Find part of a whole.

Read the information with students. Point out that the “Read” part is in word form and the “Write” part is in number form.

• What does the top number of the unit fraction 1 _ 6 tell you? the number of pieces of pie that Luke ate

• What does the bottom number tell you? the total number of equal pieces in the whole pie

Example 2Find part of a group.

Tell students that they have learned how to find the fractional part of a whole. Now they will learn how to describe a fraction of a group.

Have students look at Jake’s marbles first and guide them through the text.

• What is the relationship between the number of yellow marbles and the total number of marbles? There is 1 yellow marble out of a group of 8 marbles.

• What number represents the total number of marbles to write as the bottom number? 8

• What number represents the total number of yellow marbles to write as the top number? 1

HandsOn

43 Module 2

Problem SolvingProblem Solving

Share and ShowShare and ShowMathematical ProcessesMath Talk

Draw a picture of the whole.

9. 1 _ 2

is 10. 1 _ 6

is

1. What fraction names the shaded part? _

Think: 1 out of 3 equal parts is shaded.

Write the number of equal parts in the whole.

Then write the fraction that names the shaded part.

2. 3. 4.

_ equal parts

_

_ equal parts

_

_ equal parts

_

Write a fraction to name the yellow part of each group.

5. 6.

7. 8.

_ _

_ _

Explain how you knew what number to write as

the bottom number of the fraction in Exercise 1.

1 _ 3

1 _ 3 1 _

4

I counted the total number of equal parts in the whole. Since there are 3 equal parts, I wrote 3 as the bottom number.

3 4 8

1 _ 3 1 _

4 1 _

8

Possible drawing:

1 _ 4 1 _

5

Check students’ drawings.

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Go to Go to thinkcentral.com for additional enrichmentactivities in the Enrich Activity Guide.

Enrich

Materials: pattern blocks

• Give students a set of pattern blocks. Explain that the yellow hexagon represents 1 whole.

• Have students find what fraction of the yellow hexagon is represented by other blocks. For example, 2 red trapezoids together completely cover the yellow hexagon. So, a red trapezoid is 1 _ 2 of a yellow hexagon.

Kinesthetic Individual

1

2

3

a student misses the checked exercises

Quick Check

IF

THENDifferentiate Instruction withRtI Tier 1 Lesson 8

Math Talk Use Math Talk to reinforce that the denominator tells how many equal parts there are in the whole.

Mathematical Processes

Share and ShowThe first problem connects to the learning model. Have students use the MathBoard to explain their thinking.

Guide students in completing Exercises 2–4.

• For which part of the fraction do you write the number of equal parts? the bottom number in the fraction

Use the checked exercises for Quick Check.

whole onehalf

onethird

onesixth

In Exercises 5–8, students write the fraction that names part of a group. Remind them to count the total number of objects in the group for the bottom number in the fraction.

Problem SolvingProblems 9–10 require students to visualize and draw a picture of the whole given a part of it. Guide students to think about how many of the parts shown make up a whole.

Go DeeperTo extend students’ thinking, have them draw more than one possible whole for Problems 9–10. Then ask them to draw other pictures showing part of a whole, exchange with a classmate, and draw a picture of the whole.

Lesson 2.2 44

Problem SolvingProblem Solving

Name

Use the pictures for 11–13.

11. Use Diagrams The missing parts

of the pictures show what Kylie and

Dylan ate for lunch. What fraction of

the pizza did Dylan eat?

12. What fraction of the cookie did Kylie

eat? Write the fraction in numbers

and in words.

Kylie’s Lunch Dylan’s Lunch

sandwich pizza

cookie fruit bar

13. Write MathWrite Math What’s the Question? The answer is 1 _ 4 .

14. Diego drew lines to divide the square into

6 pieces as shown. Then he shaded part of the square.

Diego says he shaded 1 _ 6 of the square. Is he correct?

Explain how you know.

15. Multi-Step Riley and Chad each have

a granola bar broken into equal pieces. They each eat

one piece, or 1 _ 4 , of their granola bar. How many more

pieces altogether do Riley and Chad need to eat to

finish both granola bars? Draw a picture below to

justify your answer.

1 _ 8

1 _ 2

one half

Possible question: What fraction of the fruit bar did

Dylan eat?

No; possible explanation: the square is not divided into six

equal parts, so he did not shade 1 _ 6 .

6 more pieces

Check students’ drawings.Possible drawing:

Module 2 • Lesson 2 45

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Enrich© Houghton Mifflin Harcourt Publishing Company

Name Enrich 7

E7

Whole Lot of Fractions!

Draw lines and shade each shape to show the fraction.

1. 1 __ 2

2. 1 __ 4

3. 1 __ 4

4. 1 __ 8

5. 1 __ 3

6. 1 __ 2

7. Stretch Your Thinking What unit fraction of the figure is shaded? Explain your answer.

1 _ 6 ; possible answer: I can divide the shape

into 6 equal triangles, and 1 out of 6 equal

parts is shaded.

Possible answers are shown.

1

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Name

3.3.C

A fraction is a number. It names part of a whole or part of a group.

The top number tells how many equal parts are being counted. The bottom number tells how many equal parts are in the whole. A unit fraction names 1 equal part of a whole. It always has 1 as its top number.

How much is 1 part of a fruit bar that is cut into 8 equal parts?

Step 1 Use fraction strips. Make a strip showing 8 equal parts, or eighths.

Step 2 Shade 1 of the parts and name it.

This fraction is called 1 __ 8

.

So, 1 part of a fruit bar that can be divided into 8 equal parts is 1 __ 8

.

Write the number of equal parts in the whole. Then write the fraction that names the shaded part.

1.

equal parts

2.

equal parts

3.

equal parts

Unit Fractions of a WholeOBJECTIVE Use a fraction to name one part of a whole that is divided into

equal parts.

LESSON 8

1 __ 4

1 __ 3

1 __ 6

4 3 6

Number and Operations 15

Enrich 7RtI Tier 1 Lesson 8

COMMON ERRORSError Students might count only the unshaded parts as the denominator.

Example When writing the fraction that names the shaded part, students might write the answer 1 _ 5 instead of 1 _ 6 .

Springboard to Learning Remind students that the bottom number should tell the total number of equal parts in the whole or in the group.

CE

Problem SolvingStudents use the pictures in the chart to solve Problems 11–13. If students have difficulty with Problem 13, have them find a lunch item that relates to the fraction 1 _ 4 .

Give students the opportunity to share and discuss their explanations for Problem 14.

ProblemProblem 15 is a multi-step problem that requires students to reason about equal parts and the number of parts that equal 1 whole.

Math on the Spot Video Tutor

Through the Math on the Spot Video Tutor, students will be guided through an interactive solving of this type of H.O.T. problem. Use this video to also help students solve the H.O.T. problem in the Interactive Student Edition. With these videos and the H.O.T. problems, students will build skills needed in the TEXAS assessment.

MV

Math on the Spot videos are in theInteractive Student Edition and atthinkcentral.com.

1

2

3

45 Module 2

Daily Assessment TaskDaily Assessment Task

Mathematical Processes

TEXAS Test Prep

19. Mary shaded part of a rectangle. What

fraction names the part she shaded?

A 3 _ 1

C 1 _ 4

B 1 _ 3

D 1 _ 2

Fill in the bubble for the correct answer choice.

16. There are 2 red cubes, 3 yellow cubes, and 1 blue cube in

a bag. What fraction of the cubes are blue?

A 1 _ 4

C 1 _ 6

B 1 _ 3

D 1 _ 2

17. Representations Brandon shared a large burrito with

two of his friends. The missing part of the picture shows

what Brandon ate. What fraction of the burrito did

Brandon eat?

A 1 _ 4

B 1 _ 3

C 1 _ 2

D 1 _ 6

18. Multi-Step For an art project, Tonya and Sahil each

have a piece of fabric cut into equal pieces. They each

used one piece, or 1 _ 3 , of their fabric. How many more

pieces altogether do Tonya and Sahil have left to use?

A 2 C 4

B 6 D 5

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THENIF

YES

NO

Daily Assessment Task 1

2

3

Differentiated Centers Kit

• Soar to Success MathWarm-Up 5.08, 5.10

LiteraturePizza Parts!Students read about how to find equal parts to write fractions.

ActivitiesFish for FractionsStudents complete orange Activity Card 11 by playing a Go Fish game in which they match fraction symbols, words, and pictures.

TEXAS Test Prep CoachTest Prep Coach helps teachers to identify common errors that students can make.

In the Test Prep exercise, if students selected:

A They switched the numerator and the denominator.

C They miscounted the number of equal parts.

D They counted the number of unshaded parts instead of the total number of parts.

Essential Question? WriteMathWriteMath

What do the top and bottom numbers of a fraction tell? The top number tells how many equal parts are being counted. The bottom number tells how many equal parts are in the whole.

• Enrich 7

• Homework and Practice Lesson 2.2

Can students explain what the top and bottom numbers of a fraction tell?

Lesson 2.2 46

TEXAS Test PrepLesson CheckLesson Check

Fill in the bubble completely to show your answer.

7. The drawing below shows what

the moon looks like tonight. What

fraction names the shaded part?

A 2 __ 1

C 1 __ 2

B 1 __ 3

D 1 __ 6

8. Mike divided a piece of paper into

4 equal parts. He shaded one of the

parts. What fraction of the piece of

paper did Mike shade?

A 1 __ 2

C 1 __ 8

B 1 __ 4

D 4 __ 1

9. What is 1 __ 3

of this rectangle?

A C

B D

10. Multi-Step Two brothers each have

a sandwich divided into 4 equal

pieces. Each brother eats one part,

or 1 _ 4 , of his sandwich. How many

parts of the sandwiches are left

altogether?

A 1 part C 6 parts

B 4 parts D 8 parts

11. Multi-Step Taylor has a yellow

block of cheese and an orange block

of cheese. He cuts each block into

eight equal parts and takes one

part, or 1 _ 8 , of each block. How many

parts of the blocks of cheese are left

altogether?

A 6 parts C 8 parts

B 14 parts D 12 parts

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48

Problem SolvingProblem Solving

Homeworkand Practice

Name

Write the number of equal parts in the whole.

Then write the fraction that names the shaded part.

1.

2.

3.

4.

5. Toni’s fruit bar is divided into three

equal pieces. Toni ate one piece.

What fraction of the fruit bar did

Toni eat? Draw a picture to

show your answer.

6. The missing part of the picture shows

what Kylie ate for lunch. What fraction

of the sandwich did Kylie eat?

2.2 Unit Fractions of a Whole

Number and Operations—3.3.CAlso 3.3.AMATHEMATICAL PROCESSES 3.1.C, 3.1.F

2 equal parts

8 equal parts

6 equal parts

4 equal parts

1 _ 2

1 _ 8

1 _ 3

1 _ 6

1 _ 4

1 _ 2

Check students’ drawings.

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Module 2 • Lesson 2 47

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Homework and PracticeUse the Homework and Practice pages to provide students with more practice on the concepts and skills of this lesson.

47-48 Module 2