Teacher: Subject/Grade: Math/6 Date: 7/25/06
Framework: 6.N.6 Find and position integers, fractions, mixed numbers, and
decimals (both positive and negative) on the number line.
Objective (what Students will create six fractions using numeral cards and place them
should students
know and be able in ascending order.
to do)
Numeral Cards
Materials Long piece of paper with six blank squares (large enough for two numeral
cards).
Fractions, numerator, denominator, greater than, less than, equal to, number
Vocabulary line, common denominator
Place an item of food (twizzler, candy bar, cookie) on the table and ask the
student if they would rather have 2/3 or 6/10 of the cookie.
Launch
Discuss the problem of common denominator. Create two 3x10 arrays to
solve this problem. (Review from yesterday!)
“Let’s flip over 4 cards and make two different fractions. Which fraction is
bigger?”
Students will draw the necessary arrays to compare the fractions with like
denominators.
Once the student has solved this problem they place them in two boxes.
Explore Ask the student to pick two more cards to create a third fraction. Tell them
that they need to fit this fraction in a box so that the fractions are in
ascending order.
Guide the student through the common denominator array method to solve
this problem until all six fractions are successfully placed.
Why do mathematicians use the vocabulary common denominator? What
does that really mean?
Summarize
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Homework
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