Minds On
Chocolate fractions
Some chocolate bars can be broken into equal pieces.
Use fractions to brainstorm how many ways you can divide a chocolate bar into equal pieces.
In this learning activity, we are learning to multiply a unit fraction by a whole number.
Action
A unit fraction
Example diagram of a unit fourth
In standard fraction notation, there is a number written on top and a number written below it. The number on top is called the numerator and the number on the bottom is called the denominator. The numerator is a number of equal parts. The denominator is the total number of equal parts in the whole. So, the numerator is the number of equal parts out of the whole denominator.
The meaning of a unit being one in a unit fraction means the numerator is 1. There is ONE part out of the TOTAL equal parts in the whole being expressed.
Individually, with your partner, or small group, record a unit fraction. You can complete this activity using the following fillable and printable document “Unit Fraction Chart” or you can use your notebook.
| Fraction | Unit Fraction in Standard fraction form 1/denominator |
|---|---|
| half | |
| third | |
| fourth | |
| fifth | |
| sixth | |
| eighth | |
| tenth |
Press the ‘Activity’ button to access Unit Fraction Chart.
Multiplying
One way to represent multiplication is as repeated addition of the same value.
Example:
We can think of this when we multiply a whole number by a fraction.
Example:
Practice
Choose three of the following options. Write an addition sentence and a multiplication sentence using standard fraction form for each unit fraction. Try to demonstrate this in the form of a diagram or represent using a manipulative. What is the product?
a. six times one-eighth
b. three times one-tenth
c. five times one-fifth
d. ten times one-half
e. two times one-third
f. four times one-sixth
g. eight times one-tenth
h. twenty times one-half
Consolidation
Apply your knowledge
Imagine a new student has come to your class right after you have finished this lesson. The new student is learning how to multiply a whole number by a fraction. Your teacher has asked you to teach the new student this concept in the way that you feel is most effective. Record yourself, draw a diagram, write a script, or find another way to demonstrate how you would teach the student this new concept.
Reflection
As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.
I feel...
Now, record your ideas using a voice recorder, speech-to-text, or writing tool.