## MAKE YOUR OWN FRACTIONS—GETTING CLOSE TO ONE

Students make area models of fractions whose denominators are 1 larger than their numerators. They examine these fractions to determine which one is closest to 1. Students also explore a visual representation of the fraction n/n+1, where n begins with a value of 1, and repeatedly increase n by 1 to discover that as n gets larger and larger, the value of the fraction becomes ever closer to 1.

Note: This activity is available in two versions—an area model that represents fractions as parts of a circle and an area model that represents fractions as parts of a rectangle.

OBJECTIVES
• Students will use an area model of fractions to explore part-whole relationships.
• Students will understand the relationship between visual representations of fractions and their symbolic forms.
• Students will determine which fraction in a list of fractions is closest to 1.
• Students will examine fractions of the form n/n+1 and determine that as n increases, the value of the fraction becomes increasingly close to 1.
COMMON CORE CONNECTIONS
Mathematical Practices

(1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (5) Use appropriate tools strategically; (7) Look for and make use of structure. 