For this lesson, students need a set of pattern blocks. (Only the yellow hexagons, red trapezoids, blue rhombi, and green triangles are needed. Students do not use the orange triangle or the tan rhombus for this lesson.) If students are seated at tables, one set of pattern blocks can be shared by the group.
Have students work in pairs to explore relationships. Guiding questions are provided to facilitate the exploration and concentrate on the mathematical focus
of this lesson. Students should use pattern blocks to find relationships and to determine the answer. If overhead pattern blocks are available, the two pattern blocks being compared can be modeled on the overhead projector. Questions may be made available to students in hard copy. Please see Region Relationships 2 activity sheet. An overhead transparency of this worksheet can be made for use with the entire class.
Again ask each of the guiding questions from the first lesson, Investigating with Pattern Blocks, but follow each question with another question about the fractional relationship. For example,
How many green triangles  are in one blue rhombus  ? [Two.] |
| The green triangle is what fraction of the blue rhombus ? [One out of two, or ½.] |
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Model the written form of each fraction by recording each fraction on the board or overhead in standard (fraction) form. Have the students record fractions in their math journals. For example,
The students should have little difficulty expressing this relationship as a fraction. They have used the fraction ½ on numerous occasions even prior to kindergarten. This lesson should focus on the written format and what it really means. Lead the students in identifying and defining the numerator and denominator. Ask the students to explain what the top number in the fraction represents. [Students should indicate that this top number is the numerator and shows the number of parts of the whole.] The students should also identify the purpose of the bottom number, or denominator, as the number that indicates the number of parts into which the whole is divided.
Continue with all other pattern block relationships, recording the fractions. You may choose to have the students record the relationships in a math journal to which they may refer later. Each group should record relationships on chart paper to share with the whole class. As each group shares, have the students record in their journal any relationships that they may have missed.
Have the students repeat the activity using virtual pattern blocks on the computer. They should be directed to the online Pattern Blocks Program. (As in the previous lesson, Virtual Pattern Blocks, students may need some help in figuring out how to use the applet. Show them that shapes can be dragged onto the work surface, and also show them how one shape can be used to cover another. Alternatively, students may use the National Library of Virtual Manipulatives: Pattern Blocks.)
