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MAKE YOUR OWN FRACTIONS—GETTING CLOSE TO ONE

Grades: 3‒4

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.

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This activity is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License: http://creativecommons.org/licenses/by-nc-sa/3.0/. If you adapt and/or share this activity, you must attribute it to "KCP Technologies, a McGraw-Hill Education Company." You may distribute it only non-commercially under the same or similar license.


This material is based upon work supported by the National Science Foundation under KCP Technologies Award ID 0918733, with grant period September 1, 2009 through August 31, 2013. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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