User Guide

Remove all circles from the overhead except the halves and fourths.
Ask, “We have made whole circles when each circle is made up of
equal parts. How might we make other whole circles?” Let students
combine their fraction parts until they form a whole circle. Volunteers
can model their circles on the overhead. Add each circle the students
find to the list on the chart paper. Possibilities include:
Place a set of fraction circles and the class list in a math center. Here,
students can continue to look for pieces to make whole circles until
they are certain all the possibilities have been found.
Fractions Greater Than One
Ask a student to demonstrate the following on the
overhead, as the class models at their seats. Use
your fraction pieces. Show

.
Show

.
Show three,
four and

.
Ask, “Is

more than a whole circle, the
same as a whole circle or less than a whole circle?”
(Answer: more.) “Can you think of a way that we
could write six fifths?” (Answer:

) If students have
not already done so, help then show a mixed form
with the pieces.
“Can you think of another way we could write

?” (Answer: 1

.)
Repeat with other mixed forms. Give students the opportunity to
model, write and read these fractions.
A Game of Fractions
Use several transparencies to trace around fractional parts of circles as
shown:
1
2
1
3
2
4
4
8
1
3
4
6
8
12
2
4
1
2
3
6
1
5
8
10
1
2
2
3
3
4
5
6
3
8
1
10
3
12
5
8
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