User Guide

Overhead Deluxe Fraction Circles (LER 0618) include nine translucent
circles representing halves, thirds, fourths, fifths, sixths, eighths, tenths,
twelfths, and one whole. This set can be used for demonstration on the
overhead projector to provide students with a concrete model as they learn
about fractional relationships. For hands-on explorations, use the student
companion set, Deluxe Fraction Circles (LER 0617) or cut fraction circles
from construction paper in corresponding colors.
Before you begin directed activities with fraction circles, give students
time for independent exploration. Encourage them to describe any
relationships they discover.
Naming Fraction Circles
Place the whole circle on the overhead, asking students to find and
display the corresponding piece from their sets. Let them describe the
circle, leading them to name it as one whole. Then place the halves on
the overhead and arrange the pieces to form a circle. Ask, “What do
you notice about these pieces?”
Lead students to recognize that the pieces fit together to form a whole
circle, that both pieces are the same size (equal parts) and that each
piece is

. Encourage them to compare and describe the pieces they
have named so far. (Answer: 1 whole, 2 halves.) Continue guiding and
questioning students as they identify thirds, fourths, fifths, sixths,
eighths, tenths and twelfths.
Using the Fraction Symbols
Slip a transparency below two halves on the overhead, asking students
to find the corresponding pieces in their sets. Ask, “What part of a
circle is each piece?” (Answer:

.) Write

below each piece. Explain to
students that these fractions tell about the sizes of the pieces.
Ask them to think about what each number in the fraction might represent,
then help them understand that the denominator tells the number of
parts in the whole, and the numerator tells the number of parts counted.
Continue identifying thirds, fourths, fifths, sixths, eighths, tenths,
and twelfths, as you write the fraction for each one. Write the
fraction

on the transparency. Ask students to use what they know
Teaching Guide
LER 0618
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