Texas Instruments TI15TK Teacher Guide - Page 13

Fraction Forms

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Fraction Forms Overview Students will compare the results of using division to create fractions under the different mode settings for fraction display and make generalizations from the patterns they observe. Grades 4 - 6 Math Concepts • division • multiplication • common factors • equivalent fractions Materials • TI-15 • pencil • student activity (page 9) Introduction 1. Present students with a problem such as: In a small cafe, there are 6 cups of sugar left in the pantry to put into 4 sugar bowls. If you want them all to contain the same amount of sugar, how much sugar goes into each sugar bowl? 2. Have students present their solutions to the problem. Encourage them to find as many ways to represent the solution as possible. Examples: • By thinking of using a ¼ cup scoop to fill the bowls, each bowl would receive 6 scoops, or 6/4 cups of sugar. • By thinking of separating each cup into half cups, there would be 12 half cups, and each bowl would receive 3 half cups, or 3/2 cups of sugar. • If a 1-cup measuring cup was used first, each bowl would receive 1 cup of sugar, then the last two cups could be divided into eight fourths to give 12/4 cups per bowl. • The last two cups could be divided into 4 halves to give 11/2 cups per bowl. 3. Have students identify the operation and record the equation that they could use with the calculator to represent the action in the situation (6 cups ÷ 4 bowls = number of cups per bowl).  Refer to page 45 for detailed information about mode settings on the TI-15.  Division can be represented by 6 P 4 or 6/4 (entered on the calculator as 6 ž 4 ¥). In this activity, the fraction representation is used. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 6

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© 2000 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
6
Fraction Forms
Grades 4 - 6
Overview
Students will compare the results of using division
to create fractions under the different mode
settings for fraction display and make
generalizations from the patterns they observe.
Math Concepts
• division
• multiplication
• common
factors
• equivalent
fractions
Materials
• TI-15
• pencil
• student
activity
(page 9)
Introduction
1.
Present students with a problem such as:
In a small cafe, there are 6 cups of sugar left in
the pantry to put into 4 sugar bowls. If you
want them all to contain the same amount of
sugar, how much sugar goes into each sugar
bowl?
2.
Have students present their solutions to the
problem. Encourage them to find as many ways
to represent the solution as possible.
Examples:
•
By thinking of using a ¼ cup scoop to fill the
bowls, each bowl would receive 6 scoops, or
6
/
4
cups of sugar.
•
By thinking of separating each cup into half
cups, there would be 12 half cups, and each
bowl would receive 3 half cups, or
3
/
2
cups of
sugar.
•
If a 1-cup measuring cup was used first, each
bowl would receive 1 cup of sugar, then the
last two cups could be divided into eight
fourths to give 1
2
/
4
cups per bowl.
•
The last two cups could be divided into 4
halves to give 1
1
/
2
cups per bowl.
3.
Have students identify the operation and record
the equation that they could use with the
calculator to represent the action in the situation
(6 cups ÷ 4 bowls = number of cups per bowl).
±
Refer to page 45 for
detailed information
about mode settings on
the TI-15.
±
Division can be
represented by 6
P
4 or
6/4 (entered on the
calculator as 6
±
4
¥
).
In this activity, the
fraction representation
is used.