To assess prior knowledge, ask students to create a list of ways they use fractions in their daily lives. Engage them in a discussion of nonstandard ways they use fractions daily. Some simple examples include dividing a treat in half (1/2) to share it with a friend, or noticing that your brother ate 3/8 of a pizza last night at dinner.
Some students may suggest that they fold or use a ruler to measure lengths to determine fractional parts. If students suggest such strategies, you might use this as an introduction to the lesson using fraction strips.
To begin the lesson, give students six strips of paper in six different colors. Specify one color and have students hold up the strip of this color. Tell students that this strip will represent the whole. Have students write "one whole" on the fraction strip. The term whole is included in the labeling instead of 1 because it eliminates confusion between the numeral 1 in fractions such as 1/2.
Next, ask students to pick a second strip, fold it, and cut it into two equal pieces. (Note that students may prefer to highlight the fold marks, rather than physically cutting the individual fraction pieces.) Ask them what they think each of these strips should be called ["one‑half" or 1/2]. Have students label their strips accordingly using both the word and the fractional representation.
Have students take out another strip, fold it twice, and divide it into four congruent pieces. Ask them what they think each of these strips should be called ["one‑fourth" or 1/4]. Have students label their strips using both the word and the fractional representation. Repeat this process of folding, cutting, and naming strips for eighths, thirds, and sixths.
Have students take out their "whole" and ask, "Which strip is 1/2 of the whole?" Then ask, "Which strip is 1/4 of the whole?" Ask similar questions about 1/8, 1/3, and 1/6. Students should experiment with the strips until they are consistently arriving at the correct answer.
Have students work in pairs to line up their fraction strips and find as many relationships as they can. For instance, they might notice that three of the 1/6 pieces are equal to four of the 1/2 pieces, or that two of the 1/3 pieces are equal to four of the 1/6 pieces. Have students record these relationships on paper. When they have finished, have them share the relationships they discovered. Record relationships on chart paper and discuss.
Students will notice that one whole is the same as 2/2, 4/4, 8/8, 3/3, or 6/6. Another example includes the relationship between 1/2, 2/4, 4/8, and 3/6. Tell students that when fraction strips are the same length, they represent equivalent fractions. Students may also notice that for each of these fractions, the numerator is 1/2 of the denominator. Record this relationship.
Have students create a virtual set of fraction strips using the Fraction Bars Applet. Instructions for using the virtual fraction strips should be reviewed ahead of time. Students will have to be guided in clicking on the "Add Bar" and then breaking the bar into various pieces or fractions.
Have students explore fraction relationships using the virtual fraction strips. Relationships should be noted in written reflections. When all students have completed recording fraction relationships using the applet, discuss relationships as a class. Record any additional relationships on chart paper for future reference.
