Fractions 4: Shading in Fractions

Materials:

Student worksheets.

Note: Words in green are words the teacher actually says.

Review:

Yesterday, we learned how to identify and name fractions. Let's see if you remember. Draw some circles on the board, divide them into fractional parts, and shade some of them. Have students name the fraction you shaded.
What is the word for the bottom number of a fraction? (Denominator)
What does the denominator stand for? (The number of pieces a whole is cut into.)
What is the word for the top number of a fraction? (Numerator)
What does the numerator stand for? (The number of pieces you're talking about.)
What is a fraction? (An equal part of a whole.)

Anticipatory Set:

Learning: Today you will identify and shade in fractions. What will you do today?

Purpose: This will help you become even better and faster at naming fractions. How will this help you?

Transfer: This is very much like what we did yesterday, but with some different directions.

Teach

Today you will shade fractions. For example, if I have a circle like this and I am told to shade in 1/4, what would I do? Continue with other examples as needed.

Guided Practice

Your worksheet (hold it up) will have problems like the one I just did on the board. It has circles with fractional parts. You are to color in the correct number of parts to show the fraction written below the circle. What are you to do?

Circulate, reinforce, and offer assistance during guided practice.

Closure

Correct papers together.

Today you got more practice at identifying fractions. By now, you have probably mastered this.
Write 1/4 on the board. What is this number called? Point to the 1 in 1/4. (Numerator) What does it stand for?
What is this number called? Point to the 4 in 1/4. (Denominator) What does it stand for?