Diffission Teacher Guide - Finding the Whole

Finding the Whole

Time Required

40 Minutes

Objectives

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole.

Materials

FOR THE STUDENT

Preparation

For each group of students, prepare a Squares Sheet on colored paper along with the Finding the Whole Workspace. It’s also recommended that a large version of the Squares Sheet is created in order to model the activity for students.

Introduction

In the previous lesson, students spent time analyzing gameplay and talking about how the same fraction may change depending on the size and shape of the whole. Today, students will be trying to create the whole using a given fraction, in addition to showing different representations of the whole.

Hands-On Activity: Finding the Whole

To begin the activity, distribute a Finding the Whole Workspace and Squares Sheet to each group of 3 or 4 students. Demonstrate to the class what the activity will look like using ½ as the fraction and then creating three representations of what the whole might look like.

As students work in their teams, encourage them to think about the shape vs. the size of the fractions being given as they relate to the whole.

Discussion

Ask students to reflect upon the process they just went through.

  • What was difficult?
  • What was easy?
  • What connections can they make to what we already know about fractions?