2.3 Fractions of a Whole

For the student For the teacher

Teacher

Edition

Math on the Spot

Video Tutor

Online Assessment

System

Soar to Success Math

Online Intervention

iTools Virtual

Manipulatives

Digital Management

Center organizes program

resources by TEKS!

Interactive

Student Edition

provides students

with an interactive learning

environment!

Resources

e

Texas Essential

Knowledge and Skills

Number and Operations—3.3.A

Represent fractions greater than zero and less than or equal

to one with denominators of 2, 3, 4, 6, and 8 using concrete

objects and pictorial models, including strip diagrams and

number lines.

MATHEMATICAL PROCESSES

3.1.D Communicate mathematical ideas and reasoning

3.1.F Analyze mathematical relationships

Are You Ready?

Access Prior Knowledge

Use the Are You Ready? 2.3 in the

Assessment Guide to assess students’

understanding of the prerequisite skills

for this lesson.

Vocabulary

numerator, denominator

Go to Multimedia eGlossary at

thinkcentral.com

2.3

Fractions of a Whole

How does a fraction name part of a whole?

Essential Question

?

Lesson Opener

Making Connections

Invite students to talk about fractions. Ask students the following questions.

What does the word whole mean? (all of the parts of one shape or group) What do we

call parts that have exactly the same size? (equal parts) What is a fraction? (a number

that names part of a whole or part of a group) What is a unit fraction? (a fraction that

names one equal part of a whole)

Using the Digital Lesson

Ask students to explain how they could use fraction strips to solve the problem.

Learning Task

Direct students’ attention to the stop sign and its number of equal parts.

• How many equal parts has the stop sign been divided into? (8)

• What unit fraction describes one part of the stop sign? (

1

_

8

)

• How many parts of the sign are shaded? (6)

• How many parts of the sign are not shaded? (2)

Literacy and Mathematics

You may choose one or both of the following activities.

• Have students write a story about going on a road trip and seeing a traffic sign.

Have them describe one way the shape of the sign can be divided into equal parts.

• Have students draw a circle to represent a traffic sign. Have them divide the circle

into four equal parts. Then ask them to write the unit fraction that each part

represents.

How does a fraction

name part of a whole?

Lesson 2.3 49A

U

nlock the Pro

b

lem

Unlock the Problem

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

1

6

Essential Question

?

The numerator tells how many parts are being counted.

The denominator tells how many equal parts are in the

whole or in the group.

You can count equal parts, such as sixths, to make a whole.

1

__

6

2

__

6

3

__

6

___

6

___

6

___

6

2 parts not red

→

3 equal parts in all

→

Read: two thirds or two parts out of three equal parts

Write:

2

__

3

So,

_

of the flag is not red.

one

1

_

6

part two

1

_

6

parts three

1

_

6

parts four

1

_

6

parts five

1

_

6

parts six

1

_

6

parts

Name equal parts of a whole.

A fraction can name more than

1 equal part of a whole.

The flag is divided into 3 equal parts,

and 2 parts are not red.

The first pizzeria in America opened in New York

in 1905. The pizza recipe came from Italy. Look at

Italy’s flag. What fraction of the flag is not red?

▲ Italy’s flag has three equal parts.

2

__

3

Number and

Operations—3.3.A

MATHEMATICAL PROCESSES

3.1.D, 3.1.F

2.3

Name

Fractions of a Whole

How does a fraction name part of a whole?

Math Idea

When all the parts are

shaded, one whole shape

is equal to all of its parts.

It represents the whole

number 1.

3

__

3

= 1

For example,

6

_

6

= one whole, or 1.

2

_

3

45

6

Module 2 49

English Language Learners

Language Support

ELL

3

4

Leveled Activities ELPS

Beginning: Activity 19

1.A.1, 3.E, 4.F.7

Intermediate: Activity 22

1.A.1, 3.G.1, 4.C.1

Advanced: Activity 47

2.D.2, 2.I.5, 3.D.1

Advanced High: Activity 17

4.F.6, 4.F.10, 4.G.3

Go

t

o

th

in

kc

entr

al

.com

fo

r

th

e ELL Activity

Gu

id

e containin

g

these leveled activities

.

Strategy: Rephrase

• Students demonstrate understanding of fractions by rephrasing the

definitions of numerator and denominator in their own words.

• Write a fraction on the board. Have students read it aloud,

naming the numerator and denominator.

• Write the definitions of numerator and denominator

on the board. Then have students rephrase the

definitions in their own words and explain what each

part of the fraction describes.

Verbal / Linguistic

Small Group

ELPS 2.C.4, 3.D.2, 4.G.2

Unlock the Problem

What are some different ways you can show a

fraction?

What country’s flag is on this page? Read the

problem to find out.

Check that students understand what information

they need to solve the problem.

Guide students in finding what part of the flag is

not red.

• Which part of the fraction tells the number of

equal parts in the whole?

the bottom number

• What does the top number tell you? the number of

parts that are being counted

Direct students’ attention to the rectangles at the

bottom of the page.

• What pattern do you see in the rectangles?

Possible

answer: each rectangle has

1

_

6

more shaded than the

rectangle before.

• What pattern do you see in the fractions? Possible

answer: the numerators increase by 1. The denominators

are all the same.

• Compare the numerator and denominator for 1

whole.

They are equal; 6 = 6.

• What is another way to write 1 whole as a

fraction?

Possible answers:

3

_

3

,

6

_

6

,

8

_

8

Why do each of

these fractions represent 1 whole?

When the

numerator and denominator are the same it means all

of the parts form one whole, and so each represent the

whole number 1.

49 Module 2

S

hare and

S

ho

w

Share and Show

Problem Solving

Mathematical Processes

Math Talk

1. Shade two parts out of eight equal parts.

Write a fraction in words and in numbers

to name the shaded part.

Think: Each part is

1

_

8

.

Read:

__

eighths Write:

__

Write the fraction that names each part. Write a fraction

in words and in numbers to name the shaded part.

2.

Each part is

_

.

__

fourths

3.

Each part is

_

.

__

sixths

4.

Each part is

_

.

__

fourths

Shade the fraction circle to model the fraction.

Then write the fraction in numbers.

5. three fourths 6. three out of three 7. one out of two

Explain what the numerator

and denominator of a

fraction tell you.

2

_

4

3

_

6

1

_

4

1

_

6

1

_

4

3

_

4

two

three three

two

2

_

8

The numerator tells the number

of parts being counted. The

denominator tells the number of

equal parts in the whole.

Possible shadings are shown.

1

_

2

3

_

3

, or 1

3

_

4

50

Go to Go to thinkcentral.com for additional enrichment

activities in the Enrich Activity Guide.

Enrich

Materials: crayons

• Write the following descriptions of different flags on the board.

• Challenge students to draw each flag described.

Check students’ drawings.

• Have students create their own flags and write a description for them

using at least 2 fractions.

Verbal / Kinesthetic

Individual

1

2

3

a student misses the checked exercises

Quick Check

IF

THEN

Differentiate Instruction with

RtI Tier 1 Lesson 6

Math Talk

Use Math Talk to focus on students’ understanding

of a numerator and denominator.

Mathematical Processes

Share and Show

The first problem connects to the learning model.

Have students use the MathBoard to explain their

thinking.

Use the checked exercises for

Quick Check. Students

should show their answers for the Quick Check on the

MathBoard.

Problem Solving

As students complete the exercises, ask the following

questions.

• How do you know how many equal parts of the

fraction circles to shade in Exercises 5–7?

Possible

answer: I read the number phrase and used the first

number, which is the number of parts counted or shaded.

• For Exercise 6, what is another way to write the

amount shaded?

1

• How is a numerator different from a denominator?

The numerator tells the number of parts you are counting

and the denominator tells the total number of equal parts

in the whole.

A flag has 3 stripes. Of the stripes,

1

_

3

are yellow,

1

_

3

are blue,

and

1

_

3

are red.

Two sixths of a flag are red, three sixths are white, and one

sixth is green.

Lesson 2.3 50

Problem

S

olving

Problem Solving

Pepperoni Cheese Veggie

Name

Mrs. Ormond ordered pizza. Each

pizza had 8 equal slices. Use the

pictures for 8–11.

8. What fraction of the pepperoni pizza

was eaten?

9. What fraction of the cheese pizza

is left?

10. Pose a Problem Use the picture of the veggie

pizza to write a problem that includes a fraction. Solve your

problem.

11. Multi-Step Marcos ate

1

_

8

of the cheese pizza,

1

_

8

of the

pepperoni pizza, and

2

_

8

of the veggie pizza. How many slices

of pizza did Marcos eat?

12. What’s the Error? Kate says that

2

_

4

of the

rectangle is shaded. Describe her error. Write the correct

fraction for the shaded part.

2

_

8

Possible answer: Kate used the number of unshaded parts as the

denominator. There are 6 equal parts and 2 are shaded, so

2

_

6

is

the correct fraction.

4 slices

Problems will vary. Possible problem: Sadie ate

3

_

8

of the veggie

pizza. How many slices of veggie pizza did Sadie eat? 3 slices

3

_

8

Module 2 • Lesson 3 51

Enrich

Name

E8

Enrich 8

7.

Draw your own flag. Divide it into equal parts.

Shade some of the equal parts. Then write the fraction that

names the shaded part of your flag.

Flag Fractions

Write a fraction to name the shaded part

of each  ag.

1.

2.

3.

4.

5.

6.

1

_

4

3

_

6

, or

1

_

2

3

_

4

2

_

3

4

_

8

, or

2

_

4

, or

1

_

2

4

_

6

,

or

2

_

3

Check students’ drawings. Possible

answer is given.

2

_

6

,

or

1

_

3

1

Name

3.3.A

Some shapes can be cut into equal parts.

A fraction can name more than 1 equal part of a whole.

Write a fraction in words and in numbers to name the shaded part.

How many equal parts make up the whole shape?

6 equal parts

How many parts are shaded? 3 parts

So, 3 parts out of 6 equal parts are shaded.

Read:

three sixths. Write:

3

_

6

1. Shade three parts out of eight equal parts. Write a fraction

in words and in numbers to name the shaded part.

Read:

eighths

Write:

Fractions of a Whole

OBJECTIVE Read, write, and model fractions that represent more than one part of a

whole that is divided into equal parts.

LESSON

6

Write the fraction that names each part. Write a fraction

in words and in numbers to name the shaded part.

2.

Each part is

.

sixths

3.

Each part is

.

fourths

4.

Each part is

.

eighths

three

Possible shading

is shown.

1

__

6

4

__

6

1

__

4

2

__

4

1

__

8

5

__

8

four two five

3

__

8

Number and Operations 11

Enrich 8RtI Tier 1 Lesson 6

COMMON ERRORS

Error Students might confuse the numerator and

the denominator.

Example Students might write the fraction in

Problem 8 as

8

_

2

.

Springboard to Learning Have students describe

the fractional part using words, such as 2 out of

8 parts, and then write the numbers from top to

bottom to form the fraction.

C

E

Problem Solving

Students use the pictures of the pizzas to solve

Problems 8–11.

Problems

For Problem 10, students must use the picture to

write and solve a problem that includes a fraction.

Give students the opportunity to share their problems

and solutions with the class.

Problem 12 requires students to find and describe an

error, and then write the correct answer.

Math on the Spot

Video Tutor

Through the Math on the Spot Video Tutor,

students will be guided through an interactive

solving of this type of H.O.T. problem. Use this

video to also help students solve the H.O.T.

problem in the Interactive Student Edition. With

these videos and the H.O.T. problems, students

will build skills needed in the TEXAS assessment.

M

V

Math on the Spot videos are in the

Interactive Student Edition and at

thinkcentral.com.

1

2

3

51 Module 2

Dail

y

Assessment

T

ask

Daily Assessment Task

Mathematical Processes

Model ¥ Reason ¥ Communicate

TEXAS Test Prep

16. What fraction names the shaded part

of the shape?

A

2

_

8

C

6

_

8

B

8

_

6

D

2

_

6

Fill in the bubble for the correct answer choice.

13. Representations What fraction of this pizza garden

contains peppers?

A

3

_

8

C

4

_

8

B

2

_

8

D

2

_

6

14. Use Diagrams Jane is making a memory quilt from

some of her old favorite clothes that are too small. She

will use T-shirts for the shaded squares in the pattern.

Which names the part of the quilt that will be made of

T-shirts?

A

three fourths

C

two eighths

B

four sixths

D

four eighths

15. Multi-Step A pizza garden has six sections. Two

sections are planted with tomatoes. Which fraction

represents the part of the garden without tomatoes?

A

2

_

6

C

4

_

6

B

1

_

6

D

3

_

6

52

Differentiated Centers Kit

Activities

Fish for Fractions

Students complete orange

Activity Card 11 by playing a

Go Fish game in which they

match fraction symbols, words,

and pictures.

Literature

Pizza Parts!

Students read about how to find

equal parts to write fractions.

TEXAS Test Prep Coach

Test Prep Coach helps teachers to identify common

errors that students can make.

In the Test Prep exercise, if students selected:

A They named the unshaded part.

B They switched the numerator and denominator.

D They used the unshaded part as the numerator

and the shaded part as the denominator.

Essential Question

?

Write

Math

Write

Math

How does a fraction name part of a whole?

Possible answer: the numerator tells how many equal parts

are being counted and the denominator tells how many total

parts there are.

THEN

IF

YES

NO

Daily Assessment Task

1

2

3

• Soar to Success Math

Warm-Up 5.07, 5.09

•

Enrich 8

•

Homework and Practice

Lesson 2.3

Can students write a fraction to name part of a

whole?

Lesson 2.3 52

TEXAS Test Prep

Lesson

C

heck

Lesson Check

Fill in the bubble completely to show your answer.

6. What fraction of the pizza garden

contains onions?

A

2

__

6

C

4

__

8

B

2

__

8

D

3

__

8

7. What fraction names the shaded

part of the shape?

A

2

__

6

C

1

__

6

B

4

__

4

D

4

__

6

8. Cala plans to paint sections of a

piece of paper with different colors.

The diagram shows the colors she

will use. What fraction of the piece

of paper will be blue?

A

2

__

8

C

1

__

8

B

2

__

4

D

4

__

8

9. Multi-Step A flag is divided into

four equal sections. One section is

white. What fraction of the flag is

not white?

A

1

__

4

B

2

__

4

C

4

__

4

D

3

__

4

10. Multi-Step Two out of six equal

sections of a flower garden contain

daisies. The remaining sections

contain different kinds of lilies. What

fraction of the garden includes lilies?

A

2

__

6

B

4

__

6

C

3

__

6

D

1

__

6

red

blueyellow

yellow yellow

yellow

blue

54

Problem

S

olvin

g

Problem Solving

Veggie

Homework

and Practice

Name

Shade the fraction circle to model the fraction.

Then write the fraction in numbers.

1. six out of eight

2. five sixths

3. one out of four 4. two thirds

5. Shayna ordered a veggie pizza. The

pizza had 8 slices. Shayna ate 3 slices.

What fraction of the pizza is left?

2.3

Fractions of a Whole

Number and Operations—3.3.A

MATHEMATICAL PROCESSES 3.1.D, 3.1.F

1

_

4

5

_

8

2

_

3

6

_

8

5

_

6

Possible shadings are shown.

Module 2 • Lesson 3 53

5

Homework and Practice

Use the Homework and Practice pages to provide

students with more practice on the concepts and

skills of this lesson.

53-54 Module 2