Math

# Interactive Fraction Book

For the last few days we have played with food, and worked on our fraction of the day printable. We have also played with pattern blocks as I’ve tried to provide a wide variety of exposure to fractions. (Check back later for posts related to this!!!)

Yesterday, we made a fraction book. I don’t know why putting a book together and then gluing in pictures is so much fun, but the boys loved it. They were so excited about the book, that they wanted to read it to their Aunt Recker when she visited that afternoon.

Since I wanted to the pages to be able to be stapled, we only worked on halves and fourths. My plan had been to work on thirds too, but the book was getting long.

Though I highly recommend completing the book in a small group setting so you can have meaningful discussions, the book is very simple and easy to make.

We cut out the pages, and the boys put them in order and stapled them together. (That was a big hit right there!) Next they cut out the dotted squares, and placed them face up on the table in front of them.

Since the first few pages are repetitive, I let my four year read those. We had worked on this and is so he was able to read those aloud, and he was quite proud of himself. My six year old, and typically competitive first born, couldn’t be outdone and declared he had to read them too!

We then began looking at our cut outs to find three examples of 1/2. We had to have some discussion that two equal parts that have both of those parts shaded does not equal 1/2, and we also had to study the number lines. When they had gone though all the pictures, and realized that there wasn’t any more pictures that equaled 1/2 they turned to the number lines. We have done a little work with them, but I expected to have to help them more then I did. N, my mathematical thinker, quickly explained to me that only one number line would work. The other number line was not divided into two equal parts. One side clearly had more. He was right!!!!

When we got to the part of the book where equivalent fractions were brought up, we drew on the shapes so that they could see the equivalent fractions a little easier.

We did this a couple of times, and when we got to the last page N was able to come up with his own equivalent fraction using the same strategy.

Overall we had lots of fun, and I was able to see where we still have some misconceptions that we need to work on!!

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