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Understanding Fractions and Division through Candy Bar Sharing Activities

In this lesson, students will explore the concept of fractions and division through engaging activities involving a giant candy bar. Catherine's kitchen counter dilemma sets the stage for understanding how to measure and cut lengths. Students will model sharing scenarios with a rectangular prism, discussing how fractions represent division. The lesson encourages collaboration as pairs of students determine how much candy each would receive when shared among four people. Students will complete chart exercises to solidify their understanding of the relationship between division and fractions.

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Understanding Fractions and Division through Candy Bar Sharing Activities

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  1. Interpreting FractionsAlignment Lesson Day 103

  2. Warm Up Catherine was installing a new counter in her kitchen. She measured the length to be 36 7/8 inches. The store only sold countertops in lengths of 48 1/8 inches. How much will Catherine need to cut off to make the counter fit?

  3. 3 x 4 Rectangular Prism This prism represents a giant candy bar!! • How much of this candy bar would I get if I was the only one eating it? • 1 whole • How much of this candy bar would I get it I wanted to share it equally with one friend? • ½ (you can break the model into 2 equal pieces)

  4. Each pair of students will receive a 3x4 rectangular • Use the prism to determine how much of the candy bar each person would get it 3 people share it. • Find 103, “Connecting Fractions & Division” • Let’s record the first three scenarios on this chart

  5. Complete the chart by modeling the sharing of the candy bar!

  6. What operation did we use to share the giant candy bar between more and more people? • 1 ÷ 4 = ¼ • What do you think the line between the numerator and denominator? • The fraction bar represents division. Both sides of the number sentence are showing 1 divided by 4. The side with the fraction just shows it a different way and shows that 1 divided by 4 is ¼.

  7. Find 103, “Connecting Fractions & Division Continued” • Complete the table. • Be ready to discuss your solutions when everyone is done!

  8. Questions • How does the division number sentence you wrote relate to the fraction you wrote for each situation? • When is the amount a person receives greater than 1? What type of fraction is this? • When is the amount a person receives equal to 1? Why? • When is the amount a person receives less than 1? Why? Why type of fraction is this? • What generalization/rule can you make about how fractions relate to division?

  9. Find Day 103, “Connecting Fractions and Division Questions” • You may complete individually or in pairs.

  10. Homework Day 103, “Sharing Cookie Cakes” Read each questions carefully. You are asked to show your work in various ways.

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