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 The purpose of this lesson is for students to continue practice the three-part definition of a fraction. Also, students are introduced to two new terms - “unit form” and “numerical form”.

 

Problem 1: Start with a line and then cut it into equal parts.

Now fill in the following table.

  Total number of equal parts  

  Total number of equal parts emphasized  

  Unit form  

  Numerical form  

  3

  1

  1 third

  \frac{1}{3}

When students use number lines to represent fractions, it is common for them to focus on the hash marks on the line rather than the intervals created by the marks. It is important for the teacher to emphasize that fractions on a number line are represented by the intervals or “hops” rather than the hash marks.

 

Problem 2: Suppose we start with a rectangle and then cut it into equal parts.

Now fill in the following table.  

  Total number of equal parts  

  Total number of equal parts emphasized  

  Unit form  

  Numerical form  

  6

  1

  1 sixth

  \frac{1}{6} 

 

Problem 3: Start with a rhombus and then cut it into equal parts.

Now fill in the following table.

  Total number of equal parts  

  Total number of equal parts emphasized  

  Unit form  

  Numerical form  

  4

  1

  1 fourth

  \frac{1}{4}

 

NOTE: In this problem we counted the unshaded pieces, since this LESSON Hs focusing on unit fractions. However, it is perfectly fine for students to consider this figure as ¾, in which case their answers would be as follows: 

  Total number of equal parts  

  Total number of equal parts emphasized  

  Unit form  

  Numerical form  

  4

  3

  3 fourths

  \frac{3}{4}

 

Problem 4: Start with a trapezoid and cut it into four parts.

  Total number of equal parts  

  Total number of equal parts emphasized  

  Unit form  

  Numerical form  

Oops! These are not equal parts, so it is not a fraction!

  

 

How can the trapezoid be cut to create a fraction of any kind?

 

Click [Next] to begin your 6 practice problems.