Created on: June 16, 2009

Website Address: https://www.curriki.org/oer/Lesson--4-Introduce-Numerator-and-Denominator

IN COLLECTION

Prior to beginning the lesson: (1) Photocopy the **Problem of the Day** onto transparency paper for the overhead projector; (2) Cut out and laminate **Vocabulary Cards** for display in the classroom; (3) Photocopy **Candy Activity Sheet** onto transparency paper for overhead projector; (4) Photocopy **Candy Activity Sheet** (1 per student).

**Group Size:** Whole class

**Learning Objectives:**

Students will be able to:

- Identify Numerator and Denominator.

**Problem of the Day** (see attachment), **Vocabulary Cards** (see attachment), **Candy Activity Sheet** (see attachment), Skittles candy, overhead projector

**Procedures:**

Lesson Introduction: Display **Problem of the Day** on the overhead projector. Ask students: *What strategy should we use to solve this problem?* Guide them towards draw a picture. Solve the problem together as a class. Students can copy problem and solution into math notebooks.

- Write the number "1/2" on the board. Ask students:
*Do you remember how we read this?* - Tell students:
*Now we will take a closer look at the fraction one-half. The number on the top is called a numerator.*Display**vocabulary card****numerator**on the board. Tell students:*The number on the bottom is called the denominator.*Display**vocabulary card****denominator**on the board. - Explain to students:
*You can think of the line in the fraction as saying “out of”. So if you ate one-half of a pizza you ate one out of two pieces of the pizza.**The numerator, one, is the number you had, and the denominator, two, is the number of pieces total.* - Tell students:
*Now let’s practice numerator and denominator.*Display**Candy Activity Sheet**on the overhead projector and show students five different colored Skittles candies. - Tell students:
*Let’s think about how we can make fractions out of the Skittles. How many red skittles do you see?*Write “1” on the**Candy Activity Sheet**. Tell students:*I want you to think of the line in the fraction (point) as “out of”. So that would mean I have one red skittle out of how many skittles?*Call on a student to answer. - Tell students:
*Remember, the number on the bottom of the fraction is the TOTAL number that you have. That is the denominator.* - Repeat the same question sequence for each color until the example sheet is competed on the overhead projector.
- Tell Students:
*Now you are each going to get your own Skittles and worksheet to complete.*Distribute supplies and give students time to work independently.

**Assessment:**

Teacher should monitor student participation and independent work to ensure all students are understanding the concept.

**Benchmark or Standards:**

National Council of Teachers of Mathematics (NCTM) Number and Operations Standard:

- Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.
- Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

- Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Lesson4Resources.FunwithFractions.pdf |