Fractions Made Visual

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Fractions Made Visual

At a Glance Grade Level: 3-5Subject: MathTopics: FractionsHigher-Order ThinkingSkills: Problem Solving,Analysis, Investigation

Key Learnings: Fractions,Problem Solving, ResearchTechniquesTime Needed : 20 sessions,45 minutes per session, plustime for individuals and smallgroups to work on computers

Things You Need Assessment Standards Resources

Unit Summary Students learn the importance of math accuracy and, more specifically, thatknowing how to add, subtract, multiply, and divide fractions makes life easier foreveryone. To help students come to this understanding, they are assigned to aprofession that uses fractions on the job. Their tasks are to research, summarize,draw conclusions, and report back on the importance of knowing fractions in the

assigned professions and in their own lives either now or in the future.

Curriculum-Framing Questions

q Essential Question Does accuracy really matter that much?

q Unit Questions Are fractions important or would we be better off without them?How are fractions used on the job and are they needed to get the job doneright?How can understanding fractions make your life easier?

q Content Questions What is a fraction?How do you add, subtract, multiply, and divide fractions?What is the difference between a numerator and a denominator?How do you change a mixed numeral into an improper fraction?

Assessment ProcessesView how a variety of student-centered assessments are used in the Fractions Made Visual Unit Plan. These assessments

help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes,performances, and products; and reflect on learning throughout the learning cycle.

Instructional Procedures Introducing the Unit Begin the unit by posting the Unit Question, Are fractions important or would we be better off without them?

Elicit students initial responses and have them record their thoughts in their math journals . During Week One of theunit, introduce fractions using the fraction basics teacher presentation. To help students understand fractions in a

concrete way, involve them in a variety of hands-on experiences working with real-life fractions. Have them decoratecookies as fractional parts, divide paper cookies among friends, examine fractions in everyday life, and create their ownfraction models. After each activity, allow students to take pictures of fractional parts for the class digital library, to beused in later projects. Take anecdotal notes while students are experimenting to document skills that may needreviewing before continuing the unit.

Pass out the project rubric and discuss unit requirements. Tell students you will be using this rubric to assess their workand understanding of mathematical concepts learned throughout the unit


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paste in their edited writing, and add graphics or photos to the class newsletter template using publishing software.Publish the newsletter and then send it home to parents.

Presenting the Project Scenario To help students understand the importance of fractions and how often fractions are used in life, students learn howvarious professions use fractions daily on the job.

Post the Unit Questions, How are fractions used on the job and are they needed to get the job done right? and How canunderstanding fractions make your life easier?

Have students write about the questions in their math journals . Collect journals periodically throughout the unit to checkfor student understanding and redirect teaching as needed with the whole class or individually.

Inform students that they will discover the answers to these questions and the Unit Question presented earlier by takingon the role of a worker in a profession that uses fractions. Their task is to find out just how important fractions are to aprofession and how the ability to work with fractions affects job performance. Finally, students must solve real-worldfraction problems that relate in some way to their professions and draw conclusions about how the problems translateinto their own lives.

Assign or allow students to choose a profession that uses fractions daily on the job. After each student has a profession,pass out the student checklist , and discuss project requirements. Ensure that students understand the assigned tasks.

Researching and Collecting Information in a Variety of Ways Before you set students to work researching their assigned professions, hold a discussion about effective ways to gatherinformation about a topic. Ask students to brainstorm a list of ways to collect information and techniques for findinganswers to questions. If an important research technique, such as conducting firsthand interviews, has not beensuggested, make sure it is added to the list. After the list has been generated, discuss each technique. Point out howincluding information from multiple sources and using different research techniques adds validity and interest to aresearch project.

Provide students with a list of Web sites to use for researching their assigned professions as well as an electronictemplate or worksheet for collecting and recording information. The worksheet helps students organize their work for theupcoming presentations. In addition, demonstrate interview techniques and discuss the importance of collectinginformation from experts in the field. Together, generate a list of interview questions that might be important to ask anexpert who can help address the project criteria and answer the Unit Questions. Discuss how e-mail can be used as aneffective tool to communicate with experts. Remind students about etiquette and the rules they should follow to protectthemselves when using the Internet and e-mail, even when conducting research.

Allow several days for students to conduct research and interviews with experts.

Drawing Conclusions and Making Connections Based on Research After students have had plenty of time to gather and organize information about how fractions are used in their assignedprofessions, have them begin thinking about how fractions apply to them personally both now and in the future. Remindstudents that their presentations should answer the following Unit Questions:

q Are fractions important or would we be better off without them? q How are fractions used on the job and are they needed to get the job done right? q How can understanding fractions make your life easier?

Presentations should also include an answer to the bigger, Essential Question, Does accuracy really matter that much? Guide and assist students as necessary to make associations and draw conclusions. Hold student conferences throughoutthe research and project process to ensure students stay on track, get questions answered, and receive valuablefeedback.

After students have established connections between their assigned professions and themselves, have each studentcome up with a real-world fraction problem that demonstrates the connection. Inform students that they need to statetheir real-world problems and show, step by step, how to solve them. As each student explains the process used to solve

bl h d h ld dd d i l d h h f ll i C Q i


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Once a students storyboard has been approved, allow the student to begin creating slides. Guide and assist students asnecessary as they create their presentations.

Delivering Oral Presentations After students have had time to complete their presentations, have them break into pairs. Students in the pairs assisteach other in delivering their individual oral presentations, with each taking a turn being the interviewer and the otherthe expert. Give students a period or two to come up with interview questions and practice presentations. Theinterviewer (student helper) asks the questions, and the expert (student presenter) responds to the questions usingslides to support the talking points. Allot several days for students to present their projects. Facilitate a brief discussionfollowing each presentation. Refer to the Essential and Unit Questions again, and ask students to use the information

just presented to help respond to each of the following questions:

q Does accuracy really matter that much? q Are fractions important or would we be better off without them? q How are fractions used on the job and are they needed to get the job done right? q How can understanding fractions make your life easier?

Record student responses on a chart.

After all of the presentations have been delivered, refer to the completed chart, and draw conclusions about theimportance of fractions.

Creating a Wiki (Optional) Throughout the unit, post daily riddles for students to solve using their fraction kits (or other manipulatives). If timeallows, have students create their own riddles for others to solve. Divide students into small groups and ask them tocreate their own riddles. After a group creates a riddle, have the group build a wiki * that includes the riddle, a responseform where visitors to the site can send in their answers, and finally an answer key that explains the solution to theriddle. Posting the riddles on a wiki allows students to publish their work and get feedback from other classrooms,parents, ePALS, and others, extending learning beyond the walls of the classroom.

Wrapping UpHold a class discussion around the Essential Question, Does accuracy really matter that much? Have students conduct aPair and Share to discuss their answers and opinions to the Essential Question using examples from their research andproject work. Do a partner swap and give students time to share with another peer. Take anecdotal notes as discussionstake place, documenting students understanding of the concepts learned throughout the unit. Have students recordtheir ideas and opinions in their math journals .

Prerequisite Skills q Experience with electronic presentation and publishing softwareq Experience with web browsingq Exposure to fractionsq Knowledge of basic addition, subtraction, multiplication, and division principles

Differentiated InstructionResource Student

q Provide additional templates, manipulatives, and scaffolds

Gifted Studentq Have the student create a board game that involves math-related terminology and problem solvingq Have the student create a test or quiz for the class that is related to fractions

English Language Learnerq Write simplified explanations of the students real-world fraction problemq Add math pictures and explanations to the students card file of vocabulary words
http://fractions.pbwiki.com/http://fractions.pbwiki.com/


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Designing Effective Projects: Fractions Made Visual

Assessment Plan

Assessment Plan

Assessment Timeline

Before project work begins Students work on projects andcomplete tasks

After project work is completed

q Questioningq Math Journals

q AnecdotalNotes

q Questioningq Newsletter

Scoring Guideq Teacher and

PeerConferences

q Math Journalsq Project Rubricq Student

Checklist

q NewsletterScoring Guide

q Project Rubric

q AnecdotalNotes

q Math Journals

To informally assess students, use questioning, journal reviews, and anecdotal notes to monitor progress, provide feedback,and adjust instruction. Schedule student conferences to check on student progress periodically and offer feedback as needed.

Provide students with the newsletter scoring guide to guide and assess the newsletter article. Use teacher and peerconferences to offer individual feedback on the newsletter article before the final article is placed in the class newsletter. Givestudents the student checklist and the project rubric to help guide and assess the multimedia presentations. Use the sameproject rubric to assess the entire unit.


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Content Standards and Objectives

Targeted Content Standards and Benchmarks California Mathematics Standards for Grade 5 2.0 Students perform calculations and solve problems involving addition, subtraction,and simple multiplication anddivision of fractions:

2.3 Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplestform.

2.4 Understand the concept of multiplication and division of fractions.

2.5 Compute and perform simple multiplication and division of fractions and apply these procedures to solvingproblems.

National Educational Technology StandardsTechnology productivity tools

q Students use technology tools to enhance learning, increase productivity, and promote creativity.q Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications,

and produce other creative works.

Technology communications toolsq Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.q Students use a variety of media and formats to communicate information and ideas effectively to multiple

audiences.

Technology research toolsq Students use technology to locate, evaluate, and collect information from a variety of sources.

Student ObjectivesStudents will be able to:

q Deliver Ask the Expert interviews and oral presentations that answer specific questionsq Use multimedia software to create slides to visually support oral presentationsq Understand how fractions are used in a variety of professions and how important accuracy is to the success of job

tasksq Use fractions to solve real-world problemsq Collaborate with a partner to write a newsletter articleq Work in teams to prepare an article for publication in a monthly newsletterq Work in teams to create a fraction riddle, response form, and answer key to add to a wiki (optional)


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Resources

Materials and ResourcesSupplies

q Hands-on fraction materials, including fraction kits, spinners, dice, tangrams, and pattern blocks to completeactivities and investigations

q Partner grab, spinner, or other method to facilitate cooperative groupings

Internet Resources q Cynthia Lanius: Lessons: Fraction Shapes

http://math.rice.edu/~lanius/Patterns *Fun Mathematics Lessons: Pattern Block Fractions

q Math Challenge Lesson Plan: Fractions

www.libraryvideo.com/guides/K6448.pdf * (PDF; 2 pages)Series that reinforces important skills taught in grades 46 through the use of animated characters and anengaging storyline

q National Library of Virtual Manipulatives for Interactive Mathematics: Numbers and Operators Grades 35http://matti.usu.edu/nlvm/nav/category_g_2_t_1.html *Interactive manipulatives for visualizing fractions

q Visual Fractionswww.visualfractions.com *Tutorial that models fractions with number lines or circles

q

Webmath.com: Solve Your Math Problemwww.webmath.com/k8if.htm *Visual representation of a fraction

q Webmath.com: Solve Your Math Problemwww.webmath.com/k8cf.html *Compare two fractions

q GetTech: Careerswww.gettech.org/category2.asp?cat=5 *Site to explore careers

q The Math Forumhttp://mathforum.com *A K-12 math information site

q Figure This! Math Challenges for Familieswww.figurethis.org/index40.htm *Math challenges for families with a teachers corner and other resources

q The Math Forum: Ask Dr. MathTMhttp://forum.swarthmore.edu/dr.math *Question and answer service for math students and their teachers

TechnologyHardware q Computer for creating newsletters, creating multimedia presentations, and conducting researchq Digital camera for taking pictures of fraction representationsq Internet connection for conducting research and completing virtual activitiesq Printer to print newslettersq Projection system for showing multimedia presentations
http://math.rice.edu/~lanius/Patternshttp://www.libraryvideo.com/guides/K6448.pdfhttp://matti.usu.edu/nlvm/nav/category_g_2_t_1.htmlhttp://www.visualfractions.com/http://www.webmath.com/k8if.htmlhttp://www.webmath.com/k8cf.htmlhttp://www.gettech.org/category2.asp?cat=5http://mathforum.com/http://www.figurethis.org/index40.htmhttp://forum.swarthmore.edu/dr.mathhttp://forum.swarthmore.edu/dr.mathhttp://www.figurethis.org/index40.htmhttp://mathforum.com/http://www.gettech.org/category2.asp?cat=5http://www.webmath.com/k8cf.htmlhttp://www.webmath.com/k8if.htmlhttp://www.visualfractions.com/http://matti.usu.edu/nlvm/nav/category_g_2_t_1.htmlhttp://www.libraryvideo.com/guides/K6448.pdfhttp://math.rice.edu/~lanius/Patterns


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Fraction Newsletter Article Scoring Guide

Student ____________________________________ Date _________________

TOTALVALUE

PEERASSESSMENT

TEACHERASSESSMENT

CONTENT Clear summary of one of

the fraction games oractivities

30

Appropriate use of mathvocabulary from the unit(equivalent, denominator,and so on)

10

LAYOUT Title and logo 5

Article titles 5 Graphics (support the

text)5

Digital photographs 5 Table of contents

(accurately organizespublication)

5

Quotation (enhancescontent of the article)

15

ORGANIZATION

Accurate spelling 5 Proper grammar 5 Visual attractiveness 10

TOTAL POINTS 100


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Fractions Made Visual Presentation Checklist

Content

_____ I used the storyboard planner to write a draft of mypresentation.

_____ I answered these questions:Does accuracy really matter that much?Are fractions important or would we be better off withoutthem?How are fractions used on the job and are they neededto get the job done right?How can understanding fractions make my life easier?

_____ I came up with a real-life problem and wrote detailed andclear procedures for solving the problem.

_____ I answered these questions:What is a fraction?How do you add, subtract, multiply, and dividefractions?What is the difference between a numerator and a

denominator?

How do you change a mixed numeral into an improperfraction?

_____ My visual representation helps my explanation.

_____ I used correct mathematical terminology and notation.

_____ I checked my presentation for spelling, grammar, andaccuracy.

Comments:


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Presentation

_____ My graphics help the audiences learning.

_____ My fonts and backgrounds add to the understanding of theproblem or topic.

_____ My transitions and animations add to the understanding ofthe problem or topic.

Comments:


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Fractions Made Visual Project RubricCriteria 4 3 2 1

PP rree ss ee nn ttaa tt iioo nn CC oo nn ttee nn tt

Explanation of howfractions are used on the

job and of theimportance of accuracyto job performance isdetailed and complete.

All key points andconclusions aresupported by research.Research has beengathered from a varietyof sources as well asfrom experts in the field.

Procedures used toarrive at the solution to

the real-world fractionproblem are detailed andclear, and include all ofthe steps required tosolve the fractionproblem.

The Essential Questionand all Unit Questionsare addressed in thepresentation andsupported with research.

Several ContentQuestions are addressedand thoroughly answeredin the presentation.


job and of theimportance of accuracyto job performance isclear.

Most key points andconclusions aresupported by research.Research has beengathered from a varietyof sources.

Explanations of the real-world fraction problemand how knowing

fractions helped to solvethe problem are clear.

The Essential Questionand all Unit Questionsare addressed andanswered in thepresentation. Mostquestions are supportedwith research.

One or more ContentQuestions are addressedand thoroughly answeredin the presentation.


job and of theimportance of accuracyto job performance isunclear but includescritical components.

Some key points andconclusions aresupported by research.

Explanations of the real-world fraction problemand how knowingfractions helped to solvethe problem are a little

difficult to understand butinclude criticalcomponents.

The Essential Questionand all Unit Questionsare addressed andanswered in thepresentation, but theyare not adequatelysupported with research.

One or more ContentQuestions are addressedin the presentation.


job and of theimportance of accuracyto job performance isdifficult to understandand missing several

components.

Key points andconclusions are notsupported by research.

Explanations of the real-world fraction problemand how knowingfractions helped to solve

the problem are difficultto understand andmissing severalcomponents.

The Essential Questionor some Unit Questionshave not beenaddressed or answeredin the presentation.Research is lacking tosupport answers.

Content Questions arenot addressed oranswered in thepresentation.

MMaa tthh ee mm aa tt iicc aa ll CC oo nn cc ee pp tt ss

Explanation showscomplete understandingof the mathematicalconcepts used to solvethe fraction problem.

Explanation showssubstantialunderstanding of themathematical conceptsused to solve the fractionproblem.

Explanation shows someunderstanding of themathematical conceptsneeded to solve theproblem.

Explanation shows verylimited understanding ofthe underlying conceptsneeded to solve theproblem.

GGrraa pp hh ss aa nn dd VViiss uu aa llss

Graphs, animation, andother visuals are clearand greatly add to the

Graphs, animation, andother visuals are clearand easy to understand.

Graphs, animation, andother visuals aresomewhat difficult to

Graphs, animation, andother visuals are difficultto understand or are not


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OO rraa ll PP rree ss ee nn ttaa tt iioo nn

Presentation isinteresting and well-rehearsed, with a smoothdelivery that holds theaudiences attention.

Presentation is relativelyinteresting andrehearsed, with a fairlysmooth delivery thatusually holds theaudiences attention.

Delivery is not smoothbut holds the audiencesattention most of thetime.

Delivery is not smooth,and the audiencesattention is lost.

NNee ww ss llee tt tt ee rr CC oo nn ttee nn tt

Summary of the fractionactivity includes manydetails and examples.Assessment of theactivity is insightful,original, and includesdetails to support thewriters editorial.

Summary of the fractionactivity includes somedetails and examples.Assessment of theactivity includes detailsto support the writerseditorial.

Summary of the fractionactivity includes a fewdetails or examples.Assessment of theactivity is included butlacks details to supportthe writers viewpoint.

Summary of the fractionactivity includes few orno details and examples.Assessment of theactivity is unclear,unsupported, or notincluded in the article.

WWiikk ii CCoo nn ttee nn tt The site has a well-stated, clear purposeand includes a fractionriddle, response form,and answer key thatwork together to intrigueand motivate viewers toparticipate.

The site has a clearlystated purpose andincludes a fraction riddle,response form, andanswer key that worktogether to encourageviewers to participate.

The purpose of the site issomewhat vague butincludes a fraction riddle,response form, andanswer key.

The site lacks a purposeand is missing one ormore of the requiredcomponents.


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Name: Date:

What I accomplished today:

What I learned about fractions today:

MMyy FFrr aa cc t t iioo nn JJ oo uu rr nn aa ll


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Mr. Frankel

June 2004

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1/4


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What Is ahat Is a Fractionraction ?

A fraction names a piece of a single thing. This is one-half of a cookie.

A fraction names a part of a group of things. One-third or 1 out of 3 cookies are chocolate chip.


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Fractionaction Notationotation

1

This is thenumerator.

This is thedenominator.

4

A fraction is a number used to name a part of a groupor a part of a whole.

The fraction one-fourthis written like this:

The number above the bar is the numerator .The number below the bar is the denominator .


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Fractionraction ModelsodelsFractions can be shown as parts of a circle

Here is 1/4 of a circle.

1 out of 4 parts is shaded in, so we say one- fourth .

or as parts of a rectangle.

Here is 3/4 of a rectangle.

3 out of 4 parts are shaded in, so we say three-fourths .


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La st Tue sd a y, Mr. Fran kelb roug ht us a supe r trea tsug a r co okies. The re w a s ac atc h though. He said w ec ouldnt ea t them until wehad frosted a nd d ec oratedthe frac tional p arts!First w e d rew a fra c tion p lanshow ing wha t fra c tions wewo uld divide our coo kie into.Then w e g a the red frostinga nd sp rinkles.

Cordova VillaRoom 19

Apr i l , 2004Volume 1 , I s sue 1

One whole sugar cookie

Some kids froste d fourthsof the ir c oo kies - whereea c h fourth wa s ad ifferen t c olo r. Som efrosted one -half onec olor, one -third o ne c olor,and one-sixth another

color.Our c oo kies we re a lmo sttoo b ea utiful to e at.

This a c tivity wa s rea lly funa nd ea sy. It rea lly helpe dus to see , and und ersta nd

fra c tiona l p a rts. It w a s agreat introd uc tory ac tivityto help us explore thewo rld o f fra c tions. Youc an even try this one at

This week M r. Frankel ta ug ht us aga me c alled Cover Up.

In orde r to p la y, we first nee d edto ma ke a fra c tion kit. Thefra c tion kit loo ked like the o ne tothe right

home next time you b akec oo kies. Wha t a d elic iouswa y to foc us on frac tions!

Inside This IssueFraction Cookies 1

Cover Up 1

Pizza Party 2

A decorated half

Fun with Fractions

FF rr aa cc t t iioo nn ss WWiit t hh CC oo oo kk iiee ss -By: She lley, Jill, & Tim

CCoo vvee rr UUpp b y: Kylie, Trevor, & Joe 1

1/2 1/4 1/4


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Fun with Fractions Page 2

Pizza Party By Justin, Britta ny, & Kelsey

As p a rt o f our fra c tion unit,our c la ss lea rned to p la yPizza Pa rty.

Pizza Party comes in a realp izza b ox. You sp in a p izzaa nd try to b e t he first p ersonto g et a c omp lete p izza.Som etime s you ha ve to tra d e p iec es. If you ne ed on e-sixthto c om plete your pizza andyou sp in a third , you c a ntrad e your third for tw o sixths.Then you w in the g am e!

This wa s a fun g a me a nd , likeCo ver Up , it he lp ed us to

a nd try to b e the first to c ove r upyour w hole strip .

After we played Co ver Up , wep layed Un Co ver.

You sta rt with tw o ha lves a nd

unc ove r wha t yo u roll. But if youroll one -eigh th, you ha ve totra d e on e-ha lf for four-eighthsfirst.

We thoug ht this ga me wa s rea llyfun and creative.

Cover Up (continued)

unde rstand eq uivalentfractions.

We highly rec om me nd thisg a me b ec a use w e think it is agreat wa y to practice frac tionswithout fe eling a s if you a restudying or do ing ma th, eventhough you a re.

This ga me a lso helps you to seehow frac tions ap p ly to e very-d a y life, esp ec ially with food !

But, we m ust w a rn you tha tplaying this ga me ma y makeyou hungry for a b ig p ep pe ronipizza!

We esp ec ially liked how youcould p lay the ga me twowa ys, by c overing orunco vering frac tionsd ep end ing o n the roll of thedice.

Althoug h this ga me do esntteac h you how to ad d,subtract, multiply, or dividefra c tions, it d oe s force you t oc onvert frac tions and wo rkwith eq uiva lent frac tions,

whic h is som ething we a llneed p rac tice at!

This game taught meequivalent fractions,

said Barbara.


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By Lauren

Math on the MenuMath on the Menu


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I am a chef, and I use fractions everyday on the job.

My job involves measuring. Most of the time, the things Imust measure are fractional amounts, like 1/2 teaspoon,3/4 tablespoon, or 2 1/3 cups.

Sometimes, I need to make more or less of something thanusual, so I must add, subtract, multiply, or divide fractionsto figure out the right amount to add or delete from a

recipe.

In order for me to do my job right, I must understand how towork with fractions.

Using Fractions on the JobUsing Fractions on the Job


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How Important Fractions Are toHow Important Fractions Are toGetting My Job Done Right Getting My Job Done Right

If I dont measure correctly or figure out just how much of something I need to add into a mixture when I cook, thenthe food I make wont taste very good.

If my food doesnt taste good, I might lose my job or go out

of business.People who go to my restaurant count on the food tastinggreat. If I add too much flour or not enough salt, the foodmight turn out too dry or not flavorful enough.

So, if I want to be successful and do my job right,understanding fractions is really important.


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How a Chef How a Chef s Use of Fractionss Use of FractionsRelates to Me PersonallyRelates to Me Personally

If I go to a restaurant and the chef doesnt understand fractions and gets the measurements all wrong, the food Iorder off the menu wont taste good.

If the food doesnt taste good, I wont eat much of it, and I will

still be hungry. Not only that, but my parents will have wastedtheir money on bad-tasting food.

If the food doesnt taste very good, we wont go to that

restaurant again.

Although the bad food probably wont hurt me, I wont bevery happy.


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How I Use Fractions Like a Chef How I Use Fractions Like a Chef Although I probably wont be a chef when I grow up, I do like to

bake cookies and help cook dinner.

When I help cook, I must use fractions too. Just like a chef, I needto know how to follow a recipe and measure ingredients that arein fractional parts.

Sometimes, I must double or half a recipe too, which meansknowing even more about fractions.

So, even though I am only 11 years old, I need to know how todeal with fractions if I want the food I cook to taste good, just likea real chef.


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My RealMy Real --World Fraction ProblemWorld Fraction Problem

A couple of weeks ago, I helped bake cookies for the school fair. We needed to double the recipe because we had to make 8dozen cookies instead of just 4 dozen cookies.

To double the cookie recipe, I needed to knowhow to add, simplify, and change fractions.

In order to make the cookies so they turned out just right,I had to solve a real-world fraction problem. I call myproblemDouble Trouble.


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Adding FractionsAdding FractionsTo addadd the fractions fractions ,, I had to have a commoncommon

denominatordenominator , which meant the bottom numbersbottom numbershad to be the same .

That part was already done for me because

doubling the recipe meant I just had to add thesame number twice.

cup butter + cup butter

44 was my common denominator.


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Adding FractionsAdding Fractions

Once I had a common denominator, I had to addadd thenumeratorsnumerators and keep the same denominator.

33 /4 cup butter+ 33 /4 cup butter

66 /4 cups butter


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Simplifying FractionsSimplifying FractionsSince both 66 and 44 can be divided by 22 , my

fraction could be reduced.

6 22 = 33 and 4 22 = 22 which = 33 //22

Then I had to change it to a mixed numbermixed number ,,because the numerator was bigger than thedenominator.

3 2 = 1So I needed 1 cups of butter


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Problem Solved!Problem Solved!

cup shortening 3/4 + 3/4 = 6/4 or 3/2 = 1 1/2 cups1 1/2 cups

cup sugar 1/2 + 1/2 = 2/2 or 1/1 = 1 cup1 cup

cup water 1/4 + 1/4 = 2/4 or 1/2 = 1/2 cup1/2 cup

1 tsps vanilla 3/2 + 3/2 = 6/2 or 3/1 = 3 tsps3 tsps

tsp baking soda 1/2 + 1/2 = 2/2 or 1/1 = 1 tsp1 tsp

2 cups of oats 11/4 + 11/4 = 22/4 or 11/2 = 5 1/2 cups5 1/2 cups

Because I knew how to addadd , simplifysimplify , and changechange fractions fractions , I was able to doubledouble all of the fractions fractions in the recipe.


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Knowing Fractions MakesKnowing Fractions MakesMy Life EasierMy Life Easier

It helps ME to figure out It helps ME to figure out

How to double a recipe when I cook

What quarter to four means

How much taller Ive really grown when it is not quite awhole inch

Even though I dont plan to be a chef when I grow up, I may havea job that will require me to use fractions too!

Fractions Made Visual

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