Use the Eggsactly Eggs overhead to review fractions as part of a set of 12.
For example, ask students how to show 1/2 of a dozen eggs. Accept equivalent fractions [6/12, 3/6,
etc.] and all the arrangements of six eggs in a carton that holds a dozen eggs.
Give students paper cutouts that cover various parts of the egg
carton, e.g., 1/12, 1/6, 1/4, and 1/3 (see the illustration below).
Students need enough cutouts of each fraction to represent the whole.
For example, students will need two 1/2s, six 1/6s, four 1/4s, and so
Have students investigate each cutout and identify the fraction that
is represented by each. Guide students to label each cutout with the
appropriate reduced fraction. For example:
Prompt students to begin looking for fractions that cover the
same area, i.e., equivalent fractions. For example, ask students how
many 1/12 pieces are needed to cover 1/6 . Have students record
1/6 = 2/12 on notebook paper. Ask students how many 1/6 pieces are
needed to cover 1/3 . Have students record 1/3 = 2/6 on notebook
Have students work in pairs to continue identifying as many
equivalent fractions as possible. Groups should record all equivalent
fractions on notebook paper. When finished, have groups take turns
reporting the equivalent fractions to the whole class. If any groups
did not find the equivalent fraction being shared, they should add the
new set to their list. Ensure that all of the following are identified:
|1/6 = 2/12|
1/4 = 3/12
1/3 = 2/6
1/3 = 4/12
1/2 = 2/4
1/2 = 6/12
Have students explore relationships between the equivalent
fractions. For example, students might notice that dividing the
numerator and denominator by the same number results in an equivalent
fraction. Along the same lines, multiplying the numerator and
denominator by the same number also results in an equivalent fraction.
It is important to note one common misconception at this stage.
Students assume that multiplying a fraction by 2, for example, will
generate an equivalent fraction. That is not the case. Multiplying a
fraction by 2/2, for example, will generate an equivalent fraction,
because 2/2 is the same as one whole. Be sure to note any students who
confuse these concepts so you can address their misconceptions.