Equivalent Fractions

Tenth Planet Explores Math
Number
Teaching Guide
Tenth Planet
TM
Explores Math
Number
1998 Tenth Planet Explorations, Inc. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
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Tenth Planet and the Tenth Planet logo are trademarks of Tenth Planet Explorations, Inc.
All other trademarks are the property of their respective owners.
ISBN: 1-888618-82-5
1 2 3 4 5 6 7 8 9 10 L 02 01 00 99 98
2 Equivalent Fractions
Multimedia Activities
Interactive Multimedia 11
Children create equivalent fractions by dividing
shapes, putting together totem pole pieces,
comparing distances at a baseball game, making
orders of food, and cutting and labeling food
for a Spacemarket.
Overview
Navigation 14
Control Panel 15
The Journal 16
Into
Equivalent Fractions 18
Through
Equivalent Pieces 22
Beyond
Choices for Equivalent Fractions 24
Fraction Toss 26
Spacemarket 28
Diner 30
Totem Creations 32
Totem Creations: Problem Creation 34
Reflection Time
Fraction Skits 36
Getting Started 5
Getting Started provides an introduction to
Equivalent Fractions. You will find an overview of
the mathematics explored in this Investigation
and information that will help you begin using
the program materials.
How to Begin 8
How to Teach the Big Idea 9
Hands-on Activities
Totem Poles Theme 37
Students hear a story about a totem pole and
explore how the totem pole illustrates equivalent
fractions. They use equivalent fractions to
design their own totem poles, compare fractions
of a totem pole and prove whether they are
equivalent, and make plans for a park by
generating equivalent fractions. Using a
deck of cards that shows equivalent fractions,
students play games where they apply
their understanding.
Into
Totem Tale 38
Through
Puzzling Totem Poles 42
Beyond
Totem Pole Controversy 44
Totem Pole Park 46
Link to Home: Totem Pole Game Pack 48
Reflection Time
Tell All About It 50
Additional Resources 51
Assessment Activity
Performance Assessment 53
In this performance assessment activity students
demonstrate their understanding of equivalent
fractions by comparing two fractions to figure
out whether Thunderbird and Frog have tricked
Raven in a trading situation. This activity
provides an opportunity to assess what the
students have learned over the course of the
Investigation. A scoring rubric is provided to
guide your evaluation of student work.
The Trick 54
Rubric 55
Math Content 57
This section provides a summary of the three
Tenth Planet Number Investigations for
fractions. Youll also find charts identifying the
mathematics in each of the multimedia and
hands-on activities, as well as the NCTM
Standards addressed in Equivalent Fractions.
About Fractions 58
Multimedia Activities Chart 59
Hands-on Activities Chart 60
Supplies 61
This section includes blackline masters needed
for the hands-on activities. Spanish translations
of all stories are included, as well as a Family
Letter in English and Spanish.
Blackline Masters
The Challenge (Spanish) 62
Totem Parts 64
Daily Divide News Flash (Spanish) 65
Totem Pole Card Set 1 66
Totem Pole Card Set 2 67
The Trick (Spanish) 68
Family Letters
Link to Home: Totem Pole Game Pack 69
Link to Home: Totem Pole Game Pack
(Spanish) 70
Internet Resources and Contact
Information 72
Getting Started
Getting Started describes the big mathematical idea and important understandings students
encounter as they do the activities. Information on how to begin and a chart
showing the organization of the activities follows.
Getting Started
The Big Idea:
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The K4 instruction should
help students understand
fractions . . . and build initial
concepts about order and
equivalence . . . (using) physical
materials, diagrams, and real-
world situations . . . to relate
their learning experiences to
oral language and symbols.
This K4 emphasis on basic
ideas will reduce the amount of
time currently spent in the
upper grades in correcting
students misconceptions and
procedural difficulties.
National Council of
Teachers of Mathematics
In this Investigation, students develop their understanding of equivalent fractions through experiences with concrete objects, geometric
regions, distance or length models, and sets of objects. Prior to this Investigation, students must understand basic fraction concepts so
they can create representations of fractions and interpret fraction symbols.
Through experiences with concrete objects and with diagrams, students compare amounts to determine equivalence. When
students have a solid understanding of equivalence, they can mentally create equivalent fractions without the use of objects or diagrams.
Students can eventually use their understanding of the meaning of fractions and equivalence to create ways to add, subtract, multiply, and
divide fractions in real-world situations.
Equivalent Fractions provides lessons that integrate experiences with real-world objects, manipulatives, cross-curricular activities, and
multimedia. Students make connections with math concepts in a variety of ways to accommodate a range of learning styles and abilities.
Throughout the Investigation students will have opportunities to:
I Identify equivalent fractions
I Explore equivalent fractions represented symbolically and
visually
I Create equivalent fractions by trading
I Use fractions to prove equivalence
I Find equivalent fractions by dividing an area into equal parts
I Use different equivalent fractions to name a fraction of a whole
I Compare distances in a fraction chart to determine equivalent
fractions
I Explore fractions as a ratio
Important Understandings
I We can name every fraction in infinite equivalent ways.
I We can represent equivalent fractions with word names,
drawings, objects, and symbols.
I We can create equivalent fractions by trading parts, grouping
parts, repeating parts, and dividing parts and the whole.
I When we divide one part of a whole into smaller pieces, we
can divide all other parts of the whole into the same
number of pieces to determine what fraction we have.
I We can find equivalent fractions for a set of two types of
objects by changing the number of objects in the set while
keeping the ratio of the two types the same. For example,
a set of two pencils is half yellow if one of the pencils is
yellow, and a set four pencils is half yellow if two are yellow.
Getting Started
Investigate*
Personalized student journals
Math connections to the world
Open-ended math challenges
Powerful tool set
Interactive problem-solving
Guidance and help
Hands-on Activities
Theme-based curriculum,
e.g., art, architecture, nature,
and diverse cultures
Incorporate common classroom
materials, such as math manipulatives
Cross-curricular activities
Support materials: blackline masters,
Additional Resources
Link to Home
Internet Resources
http://www.tenthplanet.com/Teachers/
Tips on teaching with technology
Links to related Web sites
Math challenges
Annotated resources
3
1 2 Install
Multimedia Investigation
Teacher Resource Tool
- create class list
- review student journals
- customize multimedia
activities
(Refer to the Technical Guide
for more information.)
How to Begin
Integrate
Complementary hands-on
and multimedia activities
based on a consistent
learning model
Assessment throughout
multimedia and hands-on
activities
Internet activities to extend
teaching and learning
Activities that align with
NCTM Standards
* For a step-by-step preview of the program, see the At a Glance document contained in your package and on the Investigation CD.
How to Teach the Big Idea
Into
Explore and
Connect
Through
Do and
Understand
Beyond
Create and
Apply
Assessment
Equivalent Fractions
Equivalent Pieces
Fraction Toss
Spacemarket
Diner
Totem Creations
Totem Creations: Problem Creation
Reflection Time:
Fraction Skits
Hands-on Activities
Totem Tale
Puzzling Totem Poles
Totem Pole
Controversy
Totem Pole Park
Link to Home: Totem
Pole Game Pack
Reflection Time:
Tell All About It
The Trick
Performance Assessment Activity
Integrating Activities
The multimedia activities are
designed to be integrated
with the hands-on activities.
Both types of activities follow
the same learning model of
Into-Through-Beyond
supported by assessment
activities. You can use both
the multimedia and hands-on
activities in this sequence
interchangeably. You can also
substitute these hands-on
activities for those of your
regular math program.
Interactive Multimedia
Beyond
Students create
equivalent fractions
while solving problems
involving area, distance,
and sets of objects.
Through
Students create
for a part of a given
circle or square,
checking their solutions
by comparing areas.
Into
Students explore
represented
symbolically and in
real-world contexts.
Home
Students select their
names from a class list
and sign in to their
personal journals.
The interactive multimedia activities in this Investigation
involve children actively in developing and applying their
understanding of basic fraction concepts. The learning
modelInto, Through, Beyondserves as the framework.
In Into, children explore short vignettes that illustrate
equivalent fractions; in Through, they create equivalent
fractions; and in Beyond, they apply and extend what they
have learned about equivalent fractions to solve problems.
Auditory and visual learning feedback is provided within the
context of a problem in all of the Through and Beyond
activities. The feedback helps students be successful in solving
problems. For example, if the student creates an equivalent
fraction, the result is recorded. If the fraction is not equivalent,
the student can adjust or start over.
The diagram on the next page shows the choices that children
have at each phase of the multimedia activities. On the INTO
screen, for example, children have a choice of four objects they
can click to explore. The pages that follow describe the
multimedia activities in detail and provide teaching strategies.
Other Tenth Planet Resources
A companion text, the Technical Guide, covers topics such
as installing the software and setting up computers, using the
Teacher Resource Tool, setting audio preferences, creating
class lists, and using student journals.
Tenth Planet's Web site contains more teaching resources for
extending the math concepts in this Investigation and provides
a forum for communicating with other educators. Our Web
site includes a Customer Support area with answers to
frequently asked questions, special instructions, and the latest
information on technical issues.
The address on the World Wide Web is
Activity Customization
You or your students can change the target fractions that
appear in each multimedia activity by pressing Command-N
(Macintosh) or Ctrl+N (Windows). The activities are preset to
proper fractions which appear each time you open the
Investigation CD. You can also choose improper fractions.
The choice of proper or improper fractions can be changed at
any time when the Investigation CD is open. Changes remain
in effect until you make a new choice or you close the
Investigation CD.
An Explore feature allows you or the children to set the
parameters for a problem. Explore can be accessed by clicking
on the telescope in the BEYOND activities.
Overview
Interactive
Multimedia
The Big Picture
This diagram shows the choice screens
for activities you will find at each phase
of the learning model. Clicking on an
activity illustration leads to that activity.
INTO BEYOND THROUGH
To navigate in the multimedia activities, place the cursor over
the rocket at the bottom of the control panel. The symbol in
the rocket porthole shows the section you are working in
Into (key), Through (door), or Beyond (light bulb).
Pressing the yellow buttons above the rocket takes you to the
other sections of the program.
Return to the Home screen. The Home screen is the
gateway to the multimedia activities.
Ask students to return to the Home screen at the end of each
session. From here, the next student or team can choose their
name and open their journal, view the introductory movie, or
start the activities.
Go to INTO activities. Into activities introduce math
concepts using video, animation, and stories.
Go to THROUGH activities. Through activities give
students practice with new math concepts in an
interactive environment. Work created in Through activities
can be recorded in the journal.
Go to BEYOND activities. Beyond activities give
students opportunities to solve problems and apply
concepts explored in Into and Through activities. Work
created in Beyond activities can be recorded in the journal.
Interactive
Multimedia
THROUGH
BEYOND
Home
screen
INTO
You are here
in BEYOND
Navigation
When the rocket
displays a miniature
version of your last
location you can
click on it to go back
to that location.
Try Again
Click on the Sun to try the same
problem again.
New Problem
Click on the Moon to get a new
problem in the same activity.
Undo
Click on the Star to undo
your last action.
Explore
Click on the Telescope to explore
an activity in a new way.
Show Tools
Click on the Space Ship to show the
tools you can use in the activity.
Help
Click on the Radio Tower to get help.
In THROUGH activities you see a hint or
sample solution. In the BEYOND
activities instructions are repeated.
Journal
Click on the journal to record your work.
A control panel on the left-hand side of the
screen contains buttons that children can click
to use the various features of the activities or
to go to something new. Buttons that cannot
be activated are grayed out.
Control Panel
The journal is provided in the Through and Beyond activities
as a valuable assessment tool for
I Self-assessment:
Students can keep a record of their work and assess their
own learning.
I Ongoing Assessment:
You may use the journal as a window into student
thinking and progress. Journals are also a useful tool for
conferences with parents.
I Portfolio Assessment:
Journal entries accumulated over time can illustrate a
students growth and change.
I Performance Assessment:
Most performance assessment activities may be done with
concrete materials or the computer. The journal can serve
as a students performance assessment product.
Students access their personal journal by clicking on the book
located on the control panel. Inside the journal, they can
take a picture of the work they just completed, and they can
write about what they did or tell about it by talking into the
microphone. When they do so, visual feedback in the form
of an animation unique to each activity rewards their
recording efforts.
The journal includes an illustrated glossary of key words used
throughout the Investigation. Students can view the words and
pictures and hear them. If they wish, they can drag a word to
place it directly into their journals.
The journal always opens to a new page. If the journal is full,
the work shown on previous pages can be deleted to make
room for newer work. This gives your students an opportunity
to reflect on what they have done and discard journal
entries that no longer show their level of understanding.
You determine the number of pages in each student journal
and the maximum audio recording time with the Teacher
Resource Tool.
Students may print out their journal entries. Each printed page
automatically includes the students name, the name of the
Investigation, and the date. Students may save printed pages to
use for Reflection Time and to take home to share with their
families. You may collect pages in portfolios for
student/teacher conferences.
Interactive
Multimedia
The Journal as an Assessment Tool Using the Journal
Journal
Copy work
to journal
Open to a specific page
Scroll through
journal
Scroll through
journal
New page
Delete
current
page
Close
journal
Print
current
page
Hear
comments
Record
comments
Recording
time
Scroll through glossary
Scroll through glossary
Open and close
glossary book
Get
help
Glossary
Current page
Math connections
Fractions
Geometry and Spatial Sense
Curriculum connections
Social Studies
Language Arts
Related activities
Refer to the hands-on Into
activity on p. 38 for more on
equivalent fractions.
Movie control
To stop and restart movie,
press Command-M
(Macintosh) or Ctrl+M
(Windows).
Into Equivalent Fractions
I Explore equivalent fractions represented symbolically
and visually
Fractions of Sets
I Explore a set of objects divided into various equivalent
fractions
Invite students to explore equivalent fractions through these
five brief vignettes. Encourage students to view the vignettes as
often as they wish. You may use the questions that follow each
description to facilitate discussion.
A Gift for Raven This movie introduces the
concept of equivalent fractions through a story
depicted in the carvings on a totem pole. An
authentic totem pole carver cuts an image of a raven into a log
as the narrator begins the story of how Raven and Frog
learned the meaning of equivalence.
The story characters take over the screen, involving students in
an important choice that a generous Chief gives Ravenone
exquisite cedar box or two boxes half its size. Frog, who will
have second choice, understands from the Chief s explanation
that the two gifts are equivalent. Raven chooses the two boxes,
believing that two boxes make a bigger gift than one.
Ask students to explore other equivalent gifts the Chief could
have offered to Raven and Frog that illustrate equivalent
fractions other than one whole equals two halves.
Did Raven get a bigger gift than Frog?
Why was Frog satisfied with either gift?
You may wish to extend the totem poles theme by gathering
several of the books listed in Additional Resources on page 51.
Show these books during a class discussion or have students
refer to them as they look for examples of equivalent fractions
in the world.
Your students may recall times when they have divided things
to distribute among their siblings or friends. For example,
when brownies have been divided into different-sized pieces,
one child may get two half brownies and another may get one
whole. Some children might have felt cheated until they
compared the total amounts of food to see that they were the
same. Discuss the fact that the number of pieces a whole object
is divided into does not change the size of the whole. Have
students draw representations of objects they have shared and
illustrate how two identical objects can be divided into
different numbers of equal parts and still be shared equally.
The native
peoples of the
Pacific Coast
recorded their
history and
preserved their
legends, myths,
and stories on
spectacularly
carved totem
poles.
Animals represent specific
characteristics. The Raven, for
example, is a trickster who tends
to be restless, tough, curious,
easily bored, and often greedy.
Stacking
the boxes
demonstrates
that two halves
are equivalent
to one whole.
Lasagna Party A girl learns about equivalent
fractions as the number of guests coming to her
dinner party keeps changing. After she has sliced
a lasagna into sixths, one of her friends calls to ask if he can
bring six more people. She cuts each of the pieces in half to
make twelfths, only to be informed that the extra people
cannot come after all. She resolves the problem by serving
each person two pieces of lasagna, or , , which is the same as
the serving size she started with, , .
What fraction of the whole lasagna will each guest
get? How do you know?
What other fractions describe that same amount?
Sly Fox A sly fox sells carrot cakes. His sign says
that half a cake costs $1.00. The fox tries to trick
the rabbit into taking him up on a special deal
,' of a cake for $1.00. Students see the pictures
the rabbit draws in her mind as she divides the cake into
eighths, reminding herself that ,' is the same as one whole and
, is the same as , . Its clear that ,' is less than , and therefore
less than , . The rabbit knows too much about equivalent
fractions to fall for the foxs trick.
How did the rabbit figure out the trick?
Name a fraction that would give the rabbit more than
; of the cake, but less than one whole cake.
Almost There Two sisters traveling by car are hoping
theyre close to their destination. When the younger
sister reads a sign that says they are ' of a mile away,
the older sister informs her that they are really ,' , ", , or even ,
of a mile away. As the older sister recites equivalent fractions
for , and , students see them displayed: , = = ,' = , = , .
As the numerals in the equivalent fractions get larger, the
younger sister believes they are not at all close to their
destination. Just before they arrive, her sister explains that
the fractions are all equal.
How can the same distance be described with different
fractions?
How many equivalent fractions do you think there are
for each of those fractions? Why?
Can you draw a picture to prove that '
=
, ? ;
=
, ?
=
; ?
Marching Ants A troop of eighteen red and black
marching ants illustrates equivalent fractions by forming
three groups. In each group of ants, the ratio of , red is
maintained, even though the total number in each group is
different: 3, 6, and 9. The ant sergeant drills each group
on what fraction of them is red and how to say that fraction
another way. Use the movie controller to stop the movie so
students can point to the group representing each fraction
, , , , and ,' and use the rows and columns of ants to explain
how each group represents , .
What does it mean when we say that two fractions are
equivalent?
At the end, when all 18 ants form one group, what
fraction of the group is red?
How many equivalent fractions do you think there are
for , ?
Movie control
To stop and restart the
following movies, click on
the Space Ship.
Interactive
Multimedia
Sly Fox
Lasagna Party
Marching Ants
Almost There
The INTO choice screen
Home screen
THROUGH activities
INTO activities
You are here
in INTO.
Dividing an Area
I Create equivalent fractions by dividing and shading a
part of a circle or square
I Decide whether two fractions are equivalent by
comparing areas
In this activity, students shade in fractional parts of a shape to
equal the colored fraction of an identical shape. Students are
given a fraction, a circle or square with that fractional part
colored in, and a blank circle or square of the same size with a
fraction label they can adjust. As students change the denomi-
nator in the fraction label, they divide their shape into that
number of parts. As they change the numerator, they shade in
that number of parts in the shape.
By dragging the given shape over their shape, students can
compare the shaded areas to see if they are equivalent fractions of
the whole. This visual feedback helps students adjust their
fractions until they are equivalent and the two areas match exactly.
Students record their fractions by clicking on the camera. They
learn from the number sentence that appears under their
picture whether the fraction they created is equivalent to the
given fraction. For example, they might see , = , or ' ", .
Encourage students to move from guess-and-check strategies
to mental and visual reasoning. For example, suppose a student
is given ' . She might mentally cut each fourth of the shape in
half, making a total of 8 pieces. Thus, the new shape can be
cut into eighths. Three of the original pieces were colored, so
2 + 2 + 2, or 6 pieces, will be shaded in the new shape.
Clicking on the camera will give the report, ' = ,' .
As students work, ask questions like the following:
Can you figure out how many pieces to cut the new
shape into before you use the computer? Explain your
reasoning.
Suppose a circle is given that is ; colored. Try dividing
your circle in different waysinto thirds, fourths, fifths,
eighths, or sixteenths, for example. Which ones can
you shade to show a fraction that is equivalent to ; ?
Why?
How many equivalent fractions are there for ; ?
Tip from a teacher I challenge my students to see how
many different equivalent fractions they can make for certain
fractions, such as , , , , ' , and ,' . We make a poster for each
chosen fraction, then print out pictures of the equivalent
fractions from the journal and attach them to each poster.
The students can add drawings that show pairs of equivalent
fractions and later add printouts from some of the
Beyond activities.
What to look for
Can students create several equivalent fractions for each
given fraction? Do students know when the solutions they
have recorded are incorrect? Do students understand that
there are an infinite number of equivalent fractions for any
given fraction? Can students figure out how many parts to
divide their shape into and how many parts to shade before
they use the computer?
Through Equivalent Pieces
Math connections
Fractions
Language Arts
Journal
Encourage students to record
their work.
Related activities
Refer to the hands-on
Through activities on
pp. 4243 for more on
Click on the door
and then the circles
or the squares to
get to an activity.
This students journal
reads, One fraction can
equal another fraction but
it is realy the same thing.
This students journal reads,
I made two equivalent
fractions that is ,' and ", .
Trading
I Combine fractional parts to create equivalent fractions
for a target fraction
Demonstrating Equivalence Using Distance
I Given a linear model of a fraction, enter equivalent
fractions using symbols
I Compare distances in a fraction chart to determine
Dividing an Area
I Create equivalent fractions by dividing each fraction of
a whole into smaller, equal parts
Demonstrating Equivalence Using Sets
I Create equivalent fractions using sets of objects
Students apply their understanding of equivalent fractions to
solve challenging problems in various contexts. In all four
activities, you have the option of having students work with
proper fractions only or including improper fractions.
Fraction Toss Students play the role of a ballpark
vendor, tossing hot dogs, baseballs, popcorn, and
pennants to a customer. In order to reach the
customer who is sitting a given fraction of the way down the
row, they enter an equivalent fraction. A fraction chart is
provided to help students find equivalent fractions.
Spacemarket Its not easy running a supermarket
in outer space, where creatures can only eat their
food in certain fractional-sized chunks. Students
are given a fraction of a pan of Neon Nutriglop
and challenged to divide it into many equivalent fractions so
that lots of creatures can buy it.
Diner A diner uses data from a customer survey to
get the right types of food ready on the grill. The
information is presented to the cook as a fraction,
for example, cheeseburgers, the rest hamburgers.
Student cooks decide how many of each to place on the grill.
They ring the bell when the order is done to see if the fraction
of cheeseburgers they cooked is equivalent to the target fraction.
Totem Creations Students build totem poles that
are equivalent to a target fraction of a decameter
by stacking fractional pieces. They have a choice
of four different fractional units. As students build,
they can click on a tape measure to compare their totem poles
height to the target fraction. They build next to a scale showing
the same number of units as the denominator in the target
fraction. When they are done, they click on a pencil to see a
number sentence that compares their fraction with the target.
Explore Each problem has an Explore option which
allows students to set the parameters for a problem.
Students can use Explore to become familiar with the
environment of a problem or to create a problem for another
student to solve. A small e on the screen indicates that a
child is in Explore.
Math connections
Fractions
Number Sense and
Numeration
Problem Solving
Language Arts
Social Studies
Art
Related activities
Refer to the hands-on
Beyond activities on
Activity customization
Proper fractions are presented
in all activities unless you
include improper fractions
by pressing Command-N
(Macintosh) or Ctrl+N
(Windows).
Beyond Choices for Equivalent Fractions
Interactive
Multimedia
The choice screen for BEYOND activities
Home screen
THROUGH activities
You are here
in BEYOND.
INTO activities
Diner
Fraction Toss
Spacemarket
Totem Creations
Demonstrating Equivalence Using Distance
I Given a linear model of a fraction, enter equivalent
fractions using symbols
I Compare distances in a fraction chart to determine
Students play the role of a ballpark vendor as they enter a
fraction to toss merchandise to their customer. The customer is
sitting a fraction of the distance from the vendor to the end of
the row of seats. Whether its a hot dog, a pennant, popcorn,
or a baseball, the item wont reach the customer unless the
student enters a fraction that is equivalent to the fraction
representing the customers location.
Students may use a fraction chart that is the same width as the
row of seats to identify the target fraction and equivalent
fractions. By dragging a vertical line along the row to the
target fraction, students can clearly see the other fractions on
the chart that represent the same distance. They can keep
tossing items to the customer to find different equivalent
fractions. Encourage them to use the patterns they see to
extend their list of equivalent fractions for each target fraction.
To help your students make their list of equivalent fractions,
you could ask:
How can you use the fraction chart to indicate where
the customer is located?
Do any of the fractions in other strips on the chart
cover exactly the same distance?
Can you think of an equivalent fraction that isnt
represented on the chart? How many are there?
Tip from a teacher As a warm-up, I pass out one row of
an egg carton (six sections) and a bag of small candies to each
pair of students. Each pair uses a marker to color a fraction of
the row and writes their fraction symbol on paper , , for
example. They put one candy in each of the six sections and
write the fraction of candies that are in colored sections. They
then add another candy to each of the six sections and write
the new fraction for the number of candies in colored sections.
They keep going as long as they have enough candies to add a
complete row. In a follow-up discussion, the students notice
that they have each developed a list of equivalent fractions
, = , = , , for example.
In the Explore version of this activity, students can
enter any fraction they choose and find equivalent
fractions on their own or have a partner solve their problem.
Students can also explore the use of the fraction chart to locate
What to look for
Can students represent the customers location on the
fraction chart? Can they identify equivalent fractions on the
fraction chart? Do students accurately enter the fraction
symbol they have represented on the chart? Can they
identify equivalent fractions without using the fraction chart?
Math connections
Fractions
Number Sense and
Numeration
Problem Solving
Language Arts
Journal
their work.
Related activities
Refer to the hands-on Beyond
activities on pp.4449 for
more on equivalent fractions.
(Windows).
Beyond Fraction Toss
Interactive
Multimedia
Click on the light bulb and
then the baseball fans to get
to this activity.
The customer got his flag
and his baseball but he didnt
get his hotdog because the
hotdog wasnt equivalent.
reads, I looked at the
line and I counted all the
parts until I got to the
line. Then I put that
number on the numerator
and looked at the
numbers on the side
and I put it on the
denomenator.
Dividing an Area
I Create equivalent fractions by dividing each fraction of
a whole into smaller, equal parts
This activity takes students to a planet where the creatures
mouths are many different sizes. The Spacemarket sells Neon
Nutriglop in fractional parts of a pan. Some creatures can
eat only halves, some only thirds, others only twelfths, and so
on, one unit piece at a time. Therefore, each problem presents
a pan with a different fraction of Nutriglop in it , of a pan,
for example. Only creatures who eat thirds will buy a pan cut
and labeled as , . Tell students to cut the Nutriglop into smaller
pieces and label it so that creatures with smaller mouths will
buy it. Each time students cut and relabel the Nutriglop
correctly, they create an equivalent fraction.
Students can move the arrows under the pan from one section
to the next to cut the Nutriglop into equal parts. When
students try to label the Nutriglop as a fraction of the whole
pan, they realize the need to cut all sections into the same
number of pieces. This realization is the foundation for
understanding the multiplicative nature of equivalent fractions.
Encourage students to cut and label the pan of Nutriglop three
different ways and record their solutions by clicking on the
label maker. The fraction they have entered is compared to the
given fraction with a statement such as , = , or , .
Advise students to divide the pan first to give them visual
information that will help them name the fraction of the pan
that is filled with Nutriglop.
Ask the following questions to evaluate childrens understanding:
Do you need to divide the Nutriglop as well as the
empty sections of the pan to figure out what fraction of
the whole pan the Nutriglop is? Why or why not?
If the given fraction and the solution are not equivalent, you
can ask:
After making all of your cuts, into how many parts is
the whole pan divided?
How many of the total number of parts in the pan have
Nutriglop in them?
Tip from a teacher I bring in a pan of bar cookies cut into
thirds, , frosted in red, , frosted in green. We cut the cookies
into smaller and smaller equal pieces. Each time we cut the
cookies, we label the fraction of the pan that contains red
cookies and the fraction of the pan that contains green cookies.
In the Explore version of this activity, students
determine the given fraction. This allows them to gain
practice making equivalent fractions for the fractions they are
most familiar with and then challenging themselves or a
partner at their own pace.
What to look for
Are students able to create equivalent fractions by cutting
the pans of Nutriglop? Can students record several
equivalent fractions? Can students explain why every
section in the pan must be divided equally to create
equivalent fractions?
Math connections
Fractions
Number Sense and
Numeration
Problem Solving
Language Arts
Journal
their work.
Related activities
activities on pp. 4449 for
(Windows).
Beyond Spacemarket
Interactive
Multimedia
First I thought it was ,
because there were 2 colored
and 2 not. Then I realized
there were 4 squares and
2 colored and I was right.
Then I made 6 pieces so
I had ,' .
reads, I learned that ' ,
, , and ,' are equivalent.
Click on the light bulb and
then the grocery bag to get
to this activity.
Demonstrating Equivalence Using Sets
I Create equivalent fractions using sets of objects
The setting for this activity is a restaurant that has gathered data
on customer preferences. In the case of cheeseburgers versus
hamburgers, the data might report that of the customers
prefer cheeseburgers. Students play the role of the cook, placing
hamburgers and cheeseburgers on the grill so that the ratio of
cheeseburgers is maintained. Each problem presents the cook
with a different target fraction describing the ratio of one type
of food to another.
Encourage students to think about the total number of pieces
of food they will put on the grill to make the target fraction.
By representing the target fraction first, students build a visual
foundation for creating equivalent fractions. After they place
the food on the grill, remind them to click on the spatula
to organize the order into equal parts. If the target order is
cheeseburgers, the spatula will organize the grill into four
sections. Find out if students understand why this is so.
After completing an order, students click on the bell to record
it. A number sentence tells whether their representation is
equivalent to the target fraction, for example, = , or
,' . Encourage students to create and record three
different equivalent fractions for each food order.
Students can duplicate items on the grill by highlighting each
item and then clicking the red and purple button, the
Duplicate tool. After duplicating the first order, students
might see = , when they click on the bell. After another
duplication, they would see = , . Students who use the
Duplicate tool this way are displaying an understanding of the
multiplicative nature of equivalent fractions.
As students work, or when they are finished, ask the following
questions to evaluate their understanding:
How does the spatula help you?
Into how many parts will the spatula divide the grill?
Why?
Tip from a teacher My students like to act out similar
problems by setting up a candy store. They divide into groups
and take turns running the store. Each group of customers
gives the store an order ' lemon suckers, the rest orange,
for example. Each person in the store must fill the order using
a different amount of candy.
In the Explore version of this activity, students
determine their food order. Note that students can
enter only fractions that are in their simplest form. You may
want to have them figure out which fractions the activity will
accept and which ones it wont.
What to look for
Can students create an order which is equivalent to the
target fraction? Can they use visual and symbolic feedback
to adjust incorrect solutions? Can students create equivalent
fractions quickly with the Duplicate tool?
Math connections
Fractions
Number Sense and
Numeration
Problem Solving
Language Arts
Journal
their work.
Related activities
activities on p. 4449 for
Since the whole in this
activity is one order of food,
only proper fractions are
presented.
Beyond Diner
Interactive
Multimedia
Click on the light bulb
and then the diner sign
to get to this activity.
reads, ' = ,' I learned
there is a pattern in each
fraction. Keep adding ' s.
I saw ', before I decided
that 12 + 12 = 24 and
1 more to the top it was
, . So I just doubled the
bottom and added 1 to
the top.
Trading
Students are challenged to build totem poles that are equivalent
in height to a target height. The target height is given as a
fraction of a decameter. They have four different-sized sections
to choose from. Students build their totem pole by stacking the
fractional sections next to a scale showing the same number of
units as the denominator in the target fraction.
As they build, students may click on the tape measure to
compare their totem pole to the target height. They will find
that several of the pieces offered can be used to make an
equivalent totem pole, while at least one piece cannot. For
example, if the target fraction is ' of a decameter, the student
could choose the , piece and stack six of them to make ,' , but
if the student chooses the , piece, the target fraction cannot be
made. After students have constructed a totem pole, they can
click on the pencil to compare their totem pole with the target
fraction. For example, students might see ' = ,' or ' , .
Ask the following questions to evaluate childrens understanding:
How do you decide which totem piece to use?
How do you decide how many totem pieces to stack?
If the totem pole is not the target size, ask:
How can the white lines on the scale help you decide
on a totem piece to use?
Can you find a totem piece that is exactly half the
height of the sections between the white lines? How
many of those pieces would you stack to reach the
target height?
Tip from a teacher My class uses the printouts of their
journal pages from this activity to add to posters they create
throughout our study of equivalent fractions. Each child is
assigned either , , , , ' , or ,' , and illustrates various equivalent
fractions with pairs of objects. The totem poles in their
journals provide exact, colorful examples for their equivalent
fraction posters.
In Explore, students can set their own pace by
choosing both the target fraction and the fractional
sizes of the totem pole pieces. You may want to introduce
equivalent fractions to students by going into Explore
and building different equivalent fractions for , as a class.
Students can also use Explore to create problems for a partner.
See page 34 for suggestions on how to do this with your class.
What to look for
Do students use their number sense or the marks on the
totem pole scale to estimate which pieces will work?
Do they use trial and error? Can students tell you which
pieces will make an equivalent totem pole before stacking
them up? Can students construct more than one equivalent
totem pole for a given target fraction?
Math connections
Fractions
Number Sense and
Numeration
Problem Solving
Language Arts
Art
Social Studies
Journal
their work.
Related activities
(Windows).
Beyond Totem Creations
Interactive
Multimedia
Click on the light bulb
and then the totem pole
to get to this activity.
Fractions can be made out
of many different sizes and
still make the equal sizes.
,' = ',, I learned that
equivalent fractions is
two fractions that equal
each other.
Trading
I Choose fractional parts that will form equivalent
fractions for a target fraction
By clicking on the Explore button, students can create
problems for others to solve. Students choose both the target
height of the totem pole and the fractional pieces given to
solve the problem. By creating a solvable problem, students
demonstrate their knowledge of equivalent fractions. It is
possible to choose a target height that cannot be matched with
the pieces provided. For example, a student could choose a
target height of , of a decameter, and offer the following
totem pole pieces: , , , , , and , . An equivalent totem pole
cannot be created without, for example, the , piece or the
, piece.
After students have created a problem, you may want to ask the
following questions:
Is your problem solvable?
How many different ways can the target fraction be
created with the pieces you provided?
How many of those pieces will your partner need to
stack up to reach the target height?
Tip from a teacher My students love making problems for
each other. I give two students the same amount of time to
create a problem on each others computer and then have them
switch back to solve the problems. When they record their
work in their journals I ask them to include the name of the
person who created the problem.
What to look for
Do students check to see whether the target fraction can be
made using the pieces they have chosen? Can students
determine ahead of time which pieces will stack up to
make equivalent fractions for their target fraction? Can they
adjust the choices of totem pieces to make their problems
solvable? Can students solve their own problems?
Math connections
Fractions
Number Sense and
Numeration
Problem Solving
Language Arts
Art
Social Studies
Journal
their work.
Related activities
(Windows).
Beyond Totem Creations: Problem Creation
Interactive
Multimedia
We tried different fraction
totem poles and we found
three ways to make four-
eighths of a decameter.
Michelle made this problem
and I found two ways to make
Click on the light bulb,
the totem pole, and then
the telescope to get
to this activity.
Acknowledging and celebrating what students have learned
while working with the multimedia activities is an important
aspect of Reflection Time. You may wish to display examples
of student work on equivalent fractions to serve as a reminder
during the discussion. Samples of work from the hands-on
activities can be included.
Tell students that they will work in groups of four to make up
a skit that will help explain equivalent fractions. As a class, go
over the hands-on and multimedia activities that helped
students understand and create equivalent fractions. Students
may want to begin their brainstorming by taking turns
explaining the concept of equivalent fractions to each other
and choosing the key points to include in their scripts.
Ask the following questions to help students prepare their skits:
Which situations in the INTO movies on the computer,
in books you looked at, or in the stories we read,
helped you understand equivalent fractions?
Which activities in this Investigation particularly helped
you understand equivalent fractions?
How would you explain equivalent fractions to
someone? For example, is there a situation in which
you traded something using equivalent fractions that
would help others understand the concept?
Provide poster paper, construction paper, markers, crayons, and
string for students to make props for their skits. You may want
to have available some of the books suggested in Additional
Resources on page 51 to help spark ideas. Suggest that
students use printouts from their multimedia journals as props
for their skits.
When students are ready, invite each group to present their skit
to the class or to a visiting class or the principal.
While students are talking about equivalent fractions, look for
opportunities to highlight the important understandings that
you have been building throughout the Investigation.
diagrams, objects, and symbols.
parts, repeating parts, and dividing the parts and the whole.
I When we divide one part of a whole into smaller pieces,
we can divide all other parts of the whole into the same
keeping the ratio of the two types the same. For example,
a set of two pencils is half yellow if one of the pencils
is yellow, and a set of four pencils is half yellow if two
are yellow.
The Reflection Time discussion may lead to new questions to
explore. You can help develop students mathematical power
by encouraging them to explore questions that they generate.
Math connections
Fractions
Language Arts
Reflection Time Fraction Skits
Into
Students hear a story that is
represented by a totem pole.
Students then explore how
the totem pole illustrates
Through
Students create totem poles
by applying the concept of
equivalent fractions to trade
pieces of paper representing
different fractions.
Beyond
Students use equivalent
fractions to compare fractions
of a totem pole, make plans
for a park, and play games
using a deck of cards.
Totem Poles Theme
Hands-on Activities
Math connections
Fractions
Language Arts
Science
Social Studies
What you need
Illustration of Totem Pole
on p. 39
The Challenge on p. 40,
p. 62
Overhead transparencies
made from Totem Parts
master, p. 64
Overhead projector and pens
Linking cubes (optional)
Multimedia
Refer to the multimedia Into
activity on p.18 for more
on equivalent fractions and
totem poles.
Into Totem Tale
I Identify equivalent fractions
I Explore equivalent fractions represented symbolically
and visually
In this activity students will hear a story represented by a totem
pole and use fractions to describe the pole. Show students the
picture of the totem pole on the following page and read the
story on page 40.
Explain that the totem pole is divided into 12 animal carvings
or parts, and that all 12 parts make up one whole totem pole.
Ask students what fraction of the pole is made of mammals
( ", , , ). Project overheads that show the totem pole divided
into twelfths and into halves. Show students these two poles
are the same size.
Count and outline six of the one-twelfth sections that are
touching each other and color them. Compare this with the
overhead that shows the totem pole divided into halves.
You may want to give students 12 linking cubes to represent
the totem pole. Have students divide their linking cube totem
poles into two equal parts. Point out that ", is the same
amount of the pole as the area called , . Explain that ", and ,
are called equivalent fractions, fractions that represent the same
amount of a region or area.
Engage the class in a discussion about equivalent fractions.
What fraction of the totem pole has animals with
beaks? ( ; , )
What fraction of the totem pole has animals with their
eyes open? ( ; , ' )
What fraction of the totem pole has animals with
claws? ( ; , , )
You may wish to extend this activity by asking students if they
can find any other equivalent fractions on the totem pole.
Tip from a teacher To introduce the theme, I share the
book Totem Poles. I have my students create a totem pole that
reminds them of a story that we have read together. (For book,
see Additional Resources, page 51.)
What to look for
Can students use fractions to describe characteristics of
the totem pole? Do they understand that parts of the
totem pole can be described with different, but
equivalent, fractions?
Totem Poles
Ki l l e r Whal e
Thunde r b i rd
Frog
Sal mon
Bear Woman
Bear Man
Goat
Beave r
Wol f
Li zard
Rave n
Eagl e
T h e C h a l l e n g e
Killer Whale wept great saltwater tears as he listened to the crashing thunder. He squeezed his
eyes tight against the mighty lightning flashes that leapt from Thunderbirds eyes as Thunderbird
ate another killer whale.
He called his friends Salmon and Frog to a council. How, Killer Whale asked, can we of
the water world stop Thunderbird from eating the whales?
Salmon told Killer Whale to call upon his land cousins, the animals with warm blood and fur.
Ask your land cousins to challenge Thunderbird to see who is the most powerful. If
Thunderbird loses, he must leave the whales in peace.
Frog, said Killer Whale, you can travel in the world of water and the world of land. You
must invite the land cousins to a council. So Frog called Bear Man and Bear Woman, Goat,
Beaver, and Wolf to a council.
Thunderbird thinks he is a great hunter, said Wolf. We can trick him, with Lizards help.
The animals listened to Wolf s plan. They nodded because they knew it was good.
The next day, the land cousins started yelling to the sky, Thunderbird cannot hunt as well as
the animals with fur! Thunderbird hunts only very large animals like the killer whale because he does not have the
skill to track and find smaller land animals.
When Thunderbird heard these insults he became angry. I can hunt better than any of you! he boomed in
his mightiest voice. Oh? questioned Wolf, raising one eyebrow. Can you, now? The land animals burst into
laughter. Thunderbird became angrier. I can meet any hunting challenge! he boasted.
Well, let us think, said Bear Woman. The animals pretended to think and discuss, although they already
knew what the challenge would be. After a few minutes, Wolf turned to Thunderbird and said, One of the animals
with fur will hide in the forest. You must find him.
Foolish animals, Thunderbird thought. Only this morning it rained. Any animal walking upon the earth
will leave tracks I can follow. But Thunderbird pretended to worry. You are so very clever, he told the animals.
This is a difficult challenge. May I ask my brothers with beaks, Eagle and Raven, to help me?
Sure of their trick, the animals agreed to Thunderbirds request. Thunderbird whispered to his brothers with
beaks. The earth is still damp from this mornings rain. Look for footprints. Goats prints are hooves. The other
animals have claws. The footprints will lead to the hidden animal.
But the animals with fur had a very special plan in mind. Beaver was chosen to hide. Beaver covered his tracks
by smoothing the ground behind him with his large flat tail. Meanwhile, the animals asked Lizard to hide. Lizards
little clawed feet looked much like the clawed prints of the animals with fur.
Thunderbird, Raven, and Eagle quickly spotted the claw footprints and trailed Lizard to his hiding place.
Come out, animal with fur! yelled Thunderbird. We followed your tracks and found you so very easily.
At the sound of Thunderbirds loud boasting, all the animals with fur emerged and laughed at Thunderbird.
How can you have found one of us? We are all right here! At that point Lizard came out of hiding.
Thunderbird and his brothers with beaks roared with anger. Now, none of you are safe! the brothers with
beaks bellowed. We used to just hunt Killer Whales. Now we will hunt all animals for we have been tricked unfairly!
The animals eyes went wide with fear. Now they were all in danger of being hunted. Thunderbird, Raven,
and Eagle returned to their mountaintops to sleep, relaxed in a feeling of power over the animals bound to land
and sea.
The End
Trading
I Combine fractional parts to create different
arrangements of the same whole
Tell students they are each going to get a strip of paper for a
totem pole. However, a totem pole puzzle with only one color
is not very interesting. Thus, they are going to use equivalent
fractions to make trades and create a colorful totem pole.
Have students work in groups of four. Each group selects five
different colored construction paper strips. Each child selects
one of the colors. The remaining strip will serve as a guide for
the finished length of each totem pole.
Model how to fold the paper strip in half, lining up the top
edge to the bottom. The folded strip will be 2 inches wide and
6 inches long. Unfold the strip and explain that even though
the strip is broken into parts, the parts still represent one
whole.
Ask students to tear strips into different fractions. In each
group have one child divide a strip into halves, one into
fourths, one into eighths and one into sixteenths. Then ask
students to label each of the pieces to identify what fraction of
the whole totem pole it represents.
Ask students to trade their fractional pieces with one another
to make totem pole puzzles, so that each puzzle has:
I different colors
I the correct length
I the fraction represented by an equivalent fraction, such
as ,
Explain that each trade must be a fair or equivalent trade.
Encourage students to discuss their trades using fractions to
describe the pieces, not colors. Have students record each
trade. Bring the class together for a discussion.
Can you describe one of your trades using fractions?
What part of your totem pole puzzle shows ?
What are equivalent fractions for ? ( , , , )
How do you know when fractions are equivalent?
Can you describe other fair or equivalent trades?
Tip from a teacher I have my students decorate each
of their totem pole pieces to look like a real totem pole.
Then they glue their totem pole pieces onto a large sheet
of construction paper along with their recording sheet.
I have them create a key that shows what fraction each
color represents.
What to look for
Do students label their fractional pieces correctly? Do
they make equivalent trades? Do students use fractions to
describe their paper pieces instead of color?
Math connections
Fractions
Art
Language Arts
Social Studies
What you need
12" 2" construction paper
strips in five colors
Paper
Multimedia
Refer to the multimedia
Through activity on p. 22 for
Totem Poles
Through
Demonstrating Equivalence
I Use fractions to prove equivalence
I Find equivalent fractions by dividing an area into
equal parts
Tell students they are going to use equivalent fractions to solve
a mystery. The mystery involves a totem pole found in the
village of Tenth Planet.
The local newspaper, The Daily Divide, reports the story. Give
each child a copy of the Daily Divide News Flash to read. Ask
students to identify the mystery that needs to be solved. Is the
totem pole the lost pole of Chief Eckwivalenz or is it a fake?
Compare the Mayors description of the lost totem pole with
the picture of the pole the Sheriff found. List the information
on the board. Then ask students to think about the following:
Can the Mayor and the Sheriff both be right?
Who do you think is right? What makes you think this?
Have the students select a role to play: detective, reporter, or
member of the historical society. Ask them to work with one
or more students who have selected the same role.
Give each group a set of fraction manipulatives to study the
facts in the case and visually prove whether or not the recently
discovered totem pole belonged to Chief Eckwivalenz. For
example, they can divide the 12 cubes into three sets of four
to see that , is equivalent to , .
Once students decide whether or not the totem pole belonged
to Chief Eckwivalenz, ask them to prepare a report using
words and pictures to prove their position. Detectives can call
their report a police report, newspaper reporters can write a
story for the newspaper, and historical society members can
write a letter to the editor.
Tip from a teacher My class role-plays a city council
meeting to discuss the authenticity of the totem pole. The
mayor, sheriff, detectives, and historical society members
present their cases. The newspaper reporters ask questions.
Members of the council hear the presentations and vote on
whether or not the totem pole is authentic. I make a videotape
of the discussion and we share it with other classes.
What to look for
Do students demonstrate equivalent fractions with
manipulatives? Do their reports prove their position on
the case by using words and pictures to show that two
fractions are equivalent? Do students label their fractional
parts correctly?
Math connections
Fractions
Language Arts
Social Studies
What you need
Copies of Daily Divide News
Flash, p. 45, 65
Linking cubes or other
fraction manipulatives
Crayons or colored markers
Paper
Multimedia
Beyond Totem Pole Controversy
Totem Poles
Tenth PlanetLast night a special ceremo-
ny was held in front of city hall. The Mayor
sputtered in anger when she unveiled what
the local Sheriff claimed to be the long-lost
totem pole of Chief Eckwivalenz. The
Chief s prized totem pole disappeared myste-
riously ten years ago, just before he died.
According to the Mayor, the totem pole
does not match the description the chief gave
her on his deathbed. She explained that the
chief said one-third ( , ) of his totem pole was
carved with bears.
At that point the Sheriff stood up and
shouted, But one-third of this pole is carved
with bears!
The Mayor became even more upset at
this point in the meeting. This is absurd!
she said. First of all the pole is carved into
twelve equal parts, not three. Looking at this
pole it is obvious that four-twelfths ( , ) of
the pole is carved with animals that have
their tongues sticking out.
We all know that our people always
carved bears with their tongues sticking out.
So there are four bears on this pole. That
alone proves that this totem pole is a fake.
The Chief also told me that one-quarter
( ) of the pole is carved with frogs. Anyone
can see that three-twelfths ( , ) of this pole is
decorated with carvings of frogs.
The Chief also said that three-quarters
( ' ) of the totem pole is carved with animals
that walk on land. How absurd! There are
nine-twelfths ( ", )!
Last, but not least, I was told by the Chief
that two-thirds ( , ) of the totem pole is carved
with animals that have their eyes open. Look
for yourselves to see that eight-twelfths ( , )
have their eyes open.
The Mayor and the Sheriff agreed to form
a committee to study the totem pole and the
Chief s description in order to determine
whether or not the totem pole is authentic.
Ki ller Whale
Bear Man
Frog
Salmon
Bear Woman
Bear Man
Frog
Frog
Eagle
Salmon
Raven
Bear Woman
Dividing an Area
I Create equivalent fractions by dividing an area into
equal parts
I Use different equivalent fractions to name a fraction of
a whole
Tell students that they are going to make a plan for a Totem
Pole Park. They need to decide what fraction of the park will
be set aside for a viewing area for each of the totem poles. The
class will create one plan together and then each student will
create more plans.
Model a plan for the park with the class. Each plan must have
an area to display the totem poles and an area for picnic and
play. Have a student fold a piece of paper into thirds. Have the
student shade two-thirds of the whole. Point out that one-third
of the park planning sheet is not shaded. This is the area where
one totem pole will be displayed.
When the park is divided into thirds, explain that , of the park
can fit one totem pole and , of the park is for picnic and play
areas. Point out that each totem pole needs an equal amount of
space. Ask students how they can divide the park again in
order to fit more totem poles. You may want to fold the park
into sixths before students proceed independently. Show
students how to record the information.
Number of Fraction of park Fraction of park
totem poles for totem poles for play and picnic
1 , ,
2 , ,
Distribute pieces of paper. Ask students to create park plans by
dividing the park first into thirds, then shading two of them.
Next have them divide the park into more equal parts. Ask
students to record information about their park as they divide
it. Tell students that they can fold their park into as many equal
parts as they wish. You may ask:
How many poles can you fit into the totem pole area in
your park?
How many equal parts do you have in your park?
What fraction now describes the totem pole viewing
area in your park?
What do you notice about these fractions: , , , , ; , ; ?
Emphasize that students must fold the entire park into equal
parts, or imagine the park folded, to identify the fraction for
the totem pole viewing area. Some students may fold their
park into as many parts as possible. Check that they are still
making equal parts.
As an extension, students may wish to create park plans based
on halves or fifths. Give each child additional sheets of paper
to use as park plans. Ask students to record their results.
What to look for
Do students divide the entire park plan into equal parts
each time? Do they label the fractional parts of the totem
pole display area as a fraction of the whole park? Can
students describe the totem pole viewing area using
Math connections
Fractions
Language Arts
Social Studies
What you need
8 , " 11" paper
Crayons or colored markers
Multimedia
Beyond Totem Pole Park
Totem Poles
Matching Equivalent Fractions
I Match fractions that are equivalent
I Compare two fractions to determine which is more
Tell students they are going to play equivalent fraction card
games. Then they will teach one or more of the games to
someone at home.
Distribute the Family Letter with the game rules and the Totem
Pole Card Set handouts. There are four different games that
can be played with this set of 36 cards, which contains 18 pairs
of equivalent fractions. These games are Equivalent Fraction
Concentration, Fraction Fish, Greedy Raven, and
Totem Solitaire.
Have the students cut out the playing cards to make their own
Totem Pole Game Pack. As students are doing this, have them
decide which cards show equivalent fractions.
In each game, players need to match a card with another
that illustrates an equivalent fraction. Remind students that
equivalent fractions describe the same amount of a region
or area.
To introduce the first three games, divide the class into groups.
The maximum number of players for each game is five. Assign
4
6
2
3
each group the rules for one game. The group members read
the rules and play the game until each child understands how it
is played. As students play, you may ask:
Do the shaded parts represent the same amount?
What fractions did you find that are equivalent?
Then rearrange the class into groups of three with one expert
for each game per group. Next the experts teach their game to
others in their new group.
Allow time for each child to play and understand the first three
games. This can be done over several days, so that students gain
a good sense of which cards are equivalent pairs.
When students understand how the games are played, have
them take the card set and the Family Letter with the game
rules home so that they may teach the games to a family
member. You may also want to review the rules for
Totem Solitaire, which children can play by themselves.
Tip from a teacher I have my students glue each of their
cards to a piece of construction paper slightly larger than the
cards they cut out. This makes the cards more durable and
prevents students from seeing through the paper when playing
the games. I prepare stacks of colored rectangles in advance.
What to look for
Can students compare two fractions to determine which
is more? Are students able to match fractions that are
equivalent? Are students able to explain game rules to
another child?
Math connections
Fractions
What you need
Copies of Totem Pole Card Sets
1 and 2, pp. 66-67
Copies of Family Letter with
game rules pp. 69, 70
Envelopes for card sets
Multimedia
Beyond Link to Home: Totem Pole Game Pack
Totem Poles
Students make pairs
of equivalent fractions in a
game of Fraction Fish.
Totem Poles
Reflection Time provides an opportunity for students to share
and celebrate what they learned during this Investigation.
Display student work, such as the colorful totem poles made
from construction paper strips and the Totem Pole Controversy
articles and letters. If you have examples of work done using
the multimedia activities, display them and include them in
your discussions.
Invite students to reflect on activities they did to find
equivalent fractions through trading and dividing parts of the
whole. Discuss the definition for equivalent fractions. Remind
them that equivalent fractions represent the same amount of a
region or area. Help them to recall both multimedia and
hands-on activities.
Ask students to invite the principal or another school staff
member to view their work. Use index cards, folded in
half, for display captions. Have students write about their
learning experiences inside the cards by reflecting on the
following questions:
How can you explain equivalent fractions to
our visitors?
What are some ways you can find
How can you prove two fractions are equivalent?
As the students discuss the questions and share what they
learned, look for opportunities to bring out the following
points, or highlight these ideas as students touch upon them.
I When we divide one part of a whole into smaller pieces, we
can divide all other parts of the whole into the same
The Reflection Time discussion may lead to new questions to
explore. You can help students develop their mathematical
power by encouraging them to explore questions that they
generate.
Math connections
Fractions
Language Arts
Social Studies
Reflection Time Tell All About It
Additional Resources
Totem Poles Theme
Fiction
Frog Girl, Paul Owen Lewis. Hillsborough, OR: Beyond
Words, 1997.
Seal Oil Lamp, Dale de Armond. San Francisco: Sierra Club
Books, 1988.
Very Last First Time, Jan Andrews. New York: McElderry,
1986.
Non-Fiction
Art of the Totem Pole: Totem Poles of the Northwest Coastal
Indians, Marius Barbeau. Blaine, WA: Hancock House, 1984.
Paper Animal Masks from Northwest Tribal Tales, Nancy Lyn
Rudolph. New York: Sterling, 1996.
Tlingit Totem Poles, Stephen Brown, editor. Santa Barbara, CA:
Bellerophon Books, 1992.
Totem Poles, Diane Hoyt-Goldsmith. New York: Holiday
House, 1990.
Totem Pole Indians of the Northwest, Don Beyer. New York:
Franklin Watts, 1989.
Totem Poles: an Ancient Art, Carol Batdort. Blaine, WA:
Hancock House, 1990.
Totems, Decoys and Covered Wagons: Cardboard Constructions from
Early American Life, Jeremy Comins. New York: Lothrop, Lee
& Shepard, 1976.
Where the People Gather: Carving a Totem Pole, Vickie Jensen.
Seattle, WA: University of Washington Press, 1993.
Reference
Looking at Totem Poles, Hilary Stewart. Seattle, WA: University
of Washington Press, 1993.
Totem Poles: an Illustrated Guide, Marjorie Halpin. Seattle, WA:
University of Washington Press, 1981.
Fractions
Fraction Fun, David A. Alder. New York: Holiday House, 1996.
Fraction Skills, Helene Chiriman. Los Angeles, CA: Price, Stern,
Sloan, 1992.
Fractions with Tangrams, Larry Ecklund. Cypress, CA: Creative
Teaching Press, 1994.
Hooray for Fraction Facts!, Becky Daniel. Carthage, IL: Good
Apple, 1990.
Picture Pie, Ed Emberley. Boston: Little, Brown and Company,
1984.
Tenth Planet Resources
Check Tenth Planets Web page for more resources to extend
the totem poles theme and fraction concepts.
*Book referenced in the activities
Totem Poles
*
Students demonstrate their understanding of equivalent fractions by comparing two fractions to
figure out whether Thunderbird and Frog have tricked Raven in a trading situation. This
activity gives you an opportunity to assess what the students have learned over the course of the
Investigation. A rubric is provided to guide your evaluation of student work.
Performance Assessment
Assessment Activity
Performance
Assessment
Math connections
Fractions
Language Arts
Social Studies
What you need
Copies of The Trick
on p. 56, p. 68
Fraction strips or other
manipulatives
Paper
Multimedia
The journal can also be
used for recording.
The Trick
I When we divide one part of a whole into smaller pieces,
we can divide all other parts of the whole into the same
keeping the ratio of the two types the same.
As an extension, pose additional challenges by asking students
which fractions of things they would rather have. For example,
would they rather have , of a bag of jelly beans or of a bag
of jelly beans? Would they rather miss , or , of a recess?
Tip from a teacher I like to invite another class to come
for a potlatch celebration of what we have learned. Each of
my students is partnered with a child from the other class. My
students explain the equivalent fractions in the displays. For the
potlatch feast each child creates totem treats (fruit kabobs) and
explains to the visiting partner how to describe the treats using
What to look for
Are students able to determine when two fractions are
equivalent? Do they accurately represent fractions with
diagrams or manipulatives? Do their explanations prove
their position?
Tell students that they will use what they learned about
equivalent fractions to help them figure out a trick that
Thunderbird and Frog play on Raven.
Distribute copies of The Trick and ask students to read the
story. Then discuss the fact that the story ends with Raven
thinking he got the better deal. Ask students:
Who ended up with the most food? Raven or Frog?
Or, did they both get the same amount?
Have the students review the information in the story using
fraction strips or other manipulatives. Then have them
record their answer to the questions using diagrams, words,
and symbols.
Invite students to share their explanations. Some students may
choose to demonstrate the fractions with cubes. They will
find that ', is physically less than , and conclude they are not
equivalent. Point out that the food that Raven and Frog shared
is the same size whole, so cubes are not a good model in this
case since a set of 6 cubes is less than a set of 8 cubes.
During the class discussion, keep in mind the important
understandings that students develop as they do this
Investigation. Look for opportunities to bring out the
following points, or highlight these ideas as students
raise them.
Rubric
Level 3: Student identifies, represents, and compares fractions accurately and clearly
communicates using pictures, words, and symbols how two fractions are equivalent.
Level 2: Student identifies, represents, and compares fractions, but has some
difficulty explaining how two fractions are equivalent.
Level 1: Student identifies, represents, and compares fractions with difficulty
and cannot explain how the fractions are equivalent.
It was a time of celebration for the Killer Whale
Clan. Thunderbird was asked to come and dance at the
potlatch.* Thunderbird loved to dance. The Killer Whale
Clan hoped the dancing and food would please him and
he would stop snatching the Killer Whales from the sea
and taking them to the mountaintop to eat. When
Thunderbird arrived, Bear Woman passed out an equal
portion of food to each guest. As everyone began to eat,
two of the guests started to quarrel. Frog boasted
to Raven that he had more copper** than any other
creature. Raven knew Frog was right, but didnt like to
listen to his boasting. He thought he would get even
by convincing Frog to give him some of his food. Each
guest had been given exactly the same amount of food.
Frog, because you are so wealthy, you should share
some of your food with those less fortunate than you, said
Raven, trying to look weak and forlorn. There is
enough food here for everyone, argued Frog. I will
eat all of my share as I am very hungry from counting
my copper. Raven was not quieted so easily. He
opened his mouth to demand that Frog give up some of
his food. Stop your bickering at once! Thunderbird
demanded. I will solve your silly argument. Frog, I
want you to trade four-eighths ( ) of your dinner for
three-sixths ( ) of Ravens dinner. Greedy Raven
thought quickly that 4 and 8 are greater than 3 and 6.
That trade seems good to me, agreed Raven. Frog
looked at Thunderbird, shook his head and smiled. As
Raven and Frog began to divide their food, Thunderbird
began his dance and set the skies thundering with laughter
at Frog and Ravens foolishness. Thunderbird also
laughed at the Killer Whale Clan. In spite of all the pot-
latch feasts, he would never stop feasting upon the mighty
Killer Whale.
* potlatch:
The name for
a great dinner
and celebration
among the native
Americans of
the Northwest.
** copper:
A valued
treasure among
the people of
the totem
pole world.
T he T r i c k
This page may be reproduced for classroom use only.
In this section you will find a summary of the three Number Investigations for fractions,
along with two charts providing an overview of the multimedia and hands-on activities,
including the connections to NCTM Standards.
Math Content
Math
Content
Fraction concepts involve complex relationships. For this
reason, students need time to explore the interrelated concepts
and relationships that make up the topic of fractions. Tenth
Planets math series emphasizes fractions as a relationship
between parts and wholes. Further study of fractions to
express division or ratios is best in later grades. The fraction
Investigations in Tenth Planet Explores Math are carefully
sequenced to help students develop a strong conceptual
understanding of fractions.
In the Representing Fractions Investigation, students learn that
fractions can be represented by words, symbols, objects, and
pictures. They develop an understanding of the meaning of
fractions through these different representations. Students learn
that a whole must be divided into equal parts and develop skill
in using fraction word names and symbols. They learn, for
example, that a fraction such as two-thirds consists of a whole
divided into three equal parts, with two of the one-third parts
emphasized.
Throughout Representing Fractions and the other fraction
Investigations, students explore fractions represented by three
models: the area model (for example, a circle or square), the set
model (a group of objects), and the length or distance model.
The work in Representing Fractions is continued in the Equivalent
Fractions Investigation. Students learn that fractions are
equivalent if they represent the same relative amount. Students
have many opportunities to generate or simplify equivalent
fractions by dividing a region into smaller or larger equal parts
or by trading smaller parts for larger parts or larger parts for
smaller parts.
In the Fraction Operations Investigation, students build on their
experience in Representing Fractions and Equivalent Fractions.
Students use what they know about the meaning of fractions
and equivalence to perform operations through the use of
models. Using area models, students can visually see how five-
sixths plus one-half is one and one-third. Students experience
real-world problems where they take a fraction of a fraction
and divide a fraction into smaller equal pieces. These
experiences build a deep understanding of fractions.
Problem solving is central to the field of mathematics and
should be integrated with all mathematical activity. In these
Investigations, students solve meaningful problems and develop
problem-solving skills as they learn about fractions. They also
have opportunities to formulate problems for other students to
solve. Communication about problems and solutions is a key
ingredient for developing power and ease with mathematics.
When children possess a sound
understanding of fraction and
decimal concepts, they can use
this knowledge to describe
real-world phenomena and
apply it to problems involving
measurement, probability, and
statistics. An understanding
of fractions and decimals
broadens students awareness
of the usefulness and power
of numbers and extends
their knowledge of the
number system.
National Council of
Teachers of Mathematics
About Fractions
Activity
Beyond
Totem Creations:
Problem Creation
Create a problem for
another student to solve
Trading
Explore fractions as a ratio
Create equivalent fractions using sets of objects
Into
Explore brief vignettes
of a lasagna party, a sly fox,
two sisters, and a troop of
marching ants
Math Focus
Trading
Create equivalent fractions by trading
Combine fractional parts to create equivalent
Through
Equivalent Pieces
Create equivalent
fractions
Equivalent
Fractions
Fractions of Sets
What Children Do
Choose fractional parts that will form equivalent
Create equivalent fractions by trading
Combine fractional parts to create equivalent
Beyond
Fraction Toss
Find an equivalent
fraction to toss items
at a ballpark
Dividing an Area
Explore equivalent fractions represented
symbolically and visually
Explore a set of objects divided into various
Math Connections to
NCTM Standards
Beyond
Spacemarket
Cut and label food
in a spacemarket using
Beyond
Diner
Create orders of food
equivalent to a target
fraction
Demonstrating
Equivalence Using
Distance
Dividing an Area
Create equivalent fractions by dividing and
shading a part of a circle or square
Decide whether two fractions are equivalent by
comparing areas
Given a linear model of a fraction, identify the
fraction using symbols
Compare distances in a fraction chart to
determine equivalent fractions
Fractions
Fractions
Demonstrating
Equivalence Using
Sets
Create equivalent fractions by dividing each
fraction of a whole into smaller, equal parts
Fractions
Number Sense and
Numeration
Problem Solving
Beyond
Totem Creations
Create totem poles that
are equivalent in height
to a target fraction
Fractions
Number Sense and
Numeration
Problem Solving
Fractions
Number Sense and
Numeration
Problem Solving
Fractions
Number Sense and
Numeration
Problem Solving
Fractions
Number Sense and
Numeration
Problem Solving
Curriculum
Connections
Social Studies
Language Arts
*Language Arts
*Language Arts
*Language Arts
*Language Arts
*Language Arts
Art
Social Studies
*Language Arts
Art
Social Studies
*The multimedia journal provides a language arts connection.
Multimedia Activities Chart: Equivalent Fractions
Math
Content
Hands-on Activities Chart:
Activity Math Focus What Children Do Math Connections
to NCTM Standards
Into
Totem Tale
Use fractions to describe
a totem pole
Equivalent
Fractions
Identify equivalent fractions
Explore equivalent fractions
represented symbolically and
visually
Fractions
Through
Use equivalent fractions
to make equal trades and
create a totem pole
Trading Create equivalent fractions by
trading
Combine fractional parts to
create different arrangements of
the same whole
Fractions
Geometry and
Spatial Sense
Demonstrating
Equivalence
Use fractions to prove
equivalence
Find equivalent fractions by
dividing an area into equal parts
Fractions
Geometry and
Spatial Sense
Beyond
Totem Pole Park
Make a plan for a park
based on fractions
Dividing an Area Create equivalent fractions by
dividing an area into equal parts
Use different equivalent fractions
to name a fraction of a whole
Fractions
Geometry and
Spatial Sense
Matching
Match fractions that are
equivalent
Compare two fractions to
determine which is more
Fractions
Geometry and
Spatial Sense
Beyond
Link to Home:
Totem Pole Game Pack
Play equivalent fraction
card games
Curriculum
Connections
Language Arts
Science
Social Studies
Art
Language Arts
Social Studies
Language Arts
Social Studies
Language Arts
Social Studies
Beyond
Totem Pole Controversy
Use equivalent fractions
to solve a mystery
Supplies
This section includes all blackline masters particular to the hands-on activities. Spanish
translations of The Challenge, Daily Divide News Flash, and The Trick are included, as
well as a Family Letter in English and Spanish.
Orca llor grandes lgrimas de agua salada mientras oa retumbar los truenos. Haba apretado
bien los ojos para protegerse de los rayos poderosos que saltaban de los ojos de Pjaro de Trueno,
mientras Pjaro de Trueno coma a otra orca.
Orca llam a sus amigos Salmn y Rana para considerar este problema. Qu podemos
hacer nosotros pregunt Orca, los habitantes del mundo de las aguas, para impedir que
Pjaro de Trueno siga comiendo ballenas?
Salmn le dijo a Orca que llame a sus primos de la tierra, los animales de sangre caliente y
pelos. Pdele a tus primos de la tierra que desafen a Pjaro de Trueno para ver quin es ms
poderoso. Si Pjaro de Trueno pierde, deber dejar a las ballenas en paz.
Rana dijo Orca, t puedes viajar por el mundo de las aguas y el mundo de la tierra. T
debes invitar a nuestros primos de la tierra para que participen en un consejo. Entonces, Rana
llam a Oso y Osa, Cabra, Castor y Lobo para que participaran en un consejo.
Pjaro de Trueno cree que es un gran cazador dijo Lobo. Nosotros podemos engaarlo
con la ayuda de Lagarto. Los animales prestaron atencin al plan de Lobo asintieron, porque
saban que era un buen plan.
Al da siguiente, los primos de la tierra comenzaron a gritar hacia el cielo: Pjaro de Trueno no caza
tan bien como los animales con pelo! Pjaro de Trueno caza solamente animales muy grandes, como la orca, porque
no sabe cmo seguir y encontrar animales ms pequeos!
Cuando Pjaro de Trueno escuch estos insultos, se enoj. Yo puedo cazar mejor que cualquiera de
ustedes! dijo con la ms poderosa de sus voces. Oh! dijo Lobo, arqueando una de sus cejas. De verdad
que puedes? Los animales de la tierra echaron a rer. Pjaro de Trueno se sinti ms enojado. Yo puedo desafiar a
cualquiera para ver quin caza mejor!, alarde.
Bueno, veamos dijo Osa. Los animales simularon pensar y discutir, aunque ya saban cul sera
el desafo. Despus de unos minutos, Lobo se dirigi a Pjaro de Trueno y dijo, Uno de los animales con pelo se
E L D E S A F I O
The Challenge (Spanish)
ocultar en el bosque, y t tienes que encontrarlo.
Qu animales tan tontos! pens Pjaro de Trueno. Acaba de llover esta maana, y cualquier animal que
camine sobre la tierra dejar huellas fciles de seguir. Pero Pjaro de Trueno simul estar preocupado. Ustedes son
tan listos dijo a los animales. Este es un desafo difcil. Puedo pedirle a mis hermanos con picos, guila y
Cuervo, que me ayuden?
Confiados en el truco, los animales aceptaron el pedido de Pjaro de Trueno. Pjaro de Trueno susurr a sus
hermanos con picos: La tierra todava est hmeda por la lluvia de esta maana. Busquen las huellas. Las huellas de
Cabra son pezuas. Los otros animales tiene garras. Las huellas nos conducirn hacia el animal escondido.
Pero los animales con pelo haban ideado un plan muy especial. Castor deba esconderse. Castor borr sus
huellas alisando el terreno detrs suyo con su larga cola chata. Entre tanto, los animales le pidieron a Lagarto que se
esconda. Las patas pequeas con garras de Lagarto parecan mucho a las de los animales con pelo.
Pjaro de Trueno, Cuervo y guila vieron rpidamente las huellas de garras y siguieron a Lagarto hasta su
escondite. Sal de ah, animal con pelo! grit Pjaro de Trueno. Hemos seguido tus huellas y fue muy fcil
encontrarte.
Mientras Pjaro de Trueno alardeaba a viva voz, todos los animales con pelo aparecieron y se rieron de Pjaro
de Trueno. Cmo puedes haber encontrado a uno de nosotros si todos estamos ac! En ese instante, Lagarto sali
del escondite.
Pjaro de Trueno y sus hermanos con picos gritaron de rabia. Ahora, ninguno de ustedes estar seguro!
bramaron los hermanos con picos. Nosotros slo cazbamos orcas, pero ahora cazaremos animales, porque fuimos
engaados injustamente!.
Los ojos de los animales se agrandaron de miedo. Ahora todos corran peligro de ser cazados. Pjaro de
Trueno, Cuervo y guila regresaron a las cimas de sus montaas para dormir, tranquilos y sintiendo que dominaban a
los animales de la tierra y el mar.
Fin
The Challenge continued (Spanish)
Totem Parts
Daily Divide News Flash (Spanish)
Alcaldesa Indignada
Denuncia Que el Ttem Es Falso
Flash de Noticias de Diario Divisional Flash de Noticias de Diario Divisional Flash de Noticias de Diario Divisional
Orca
Os o
Rana
Sal mn
Osa
Os o
Rana
Rana
gui la
Sal mn
Cue rvo
Osa
Tenth Planet Anoche se realiz una
pequea ceremonia frente al edificio del ayun-
tamiento. La Alcaldesa se mostr indignada al
descubrir el ttem anunciado por el Alguacil
local como el ttem del Cacique Eckwivalenz,
perdido hace mucho tiempo. El valioso ttem
del Cacique, desapareci misteriosamente diez
aos atrs, poco antes de su muerte.
Segn la Alcaldesa, el ttem no coincide con
la descripcin que el Cacique le haba dado en
su l echo de muerte. El l a expl ic que el
Cacique haba indicado que un tercio ( , )
del ttem tena tallas de osos.
En ese instante, el alguacil se puso de pie y
grit: Pero si un tercio del ttem tiene tallas
de osos!
La alcaldesa se mostr an ms contrariada.
Esto es absurdo! dijo. En primer lugar,
el ttem est tallado en doce partes iguales, no
en tres. Observando a este ttem es obvio que
cuatro dozavos ( , ) del ttem est tallado
con animales que muestran la lengua.
Todos sabemos que nuestra gente siempre
tall osos que muestran la lengua. Este ttem
tiene cuatro osos. Eso slo demuestra que el
ttem es falso.
El Cacique tambin me cont que un
cuarto del ttem ( ) tiene tallas de ranas.
Cualquiera puede ver que tres dozavos ( , )
del ttem est decorado con tallas de ranas.
El Cacique tambin dijo que tres cuartos
( ' ) del ttem est tallado con animales que cam-
inan por tierra. Qu absurdo! Y en cambio hay
nueve dozavos ( ", )!
Por ltimo, pero igualmente importante,
tenemos que considerar que el mismo Cacique
me dijo que dos tercios ( , ) del ttem tiene tallas
de animales con los ojos abiertos. Miren ustedes
y vern que ocho dozavos ( , ) tienen los ojos
abiertos.
La Alcaldesa y el Alguacil convinieron en for-
mar un comit para estudiar el ttem y la
descripcin del Cacique para poder as determi-
nar si el ttem es autntico o no.
1
8
1
4
4
6
2
5
4
5
7
8
3
5
1
2
5
7
1
7
6
10
6
9
5
6
1
6
5
8
3
4
1
3
Totem Pole Card Set 1
Totem Pole Card Set 2
2
16
4
16
2
3
4
10
8
10
14
16
6
10
6
12
10
14
2
14
3
5
2
3
10
12
24
24
2
12
10
16
9
12
2
6
The Trick (Spanish)
Era poca de festejos para el Clan de las Orcas. Pjaro
de Trueno haba sido invitado para bailar durante el pot-
latch*. A Pjaro de Trueno le gustaba bailar. El Clan de las
Orcas esperaba que el baile y la comida fueran de su agrado
y que, entonces, dejara de atrapar Orcas en el mar para lle-
varlas a la cima de la montaa y comrselas. Cuando
Pjaro de Trueno lleg, Osa sirvi una porcin de comida
del mismo tamao a cada invitado. Ni bien todos empezaron
a comer, dos de los invitados comenzaron a discutir.
Rana alardeaba delante de Cuervo que ella tena ms piezas
de cobre** que ningn otro animal. Cuervo saba que Rana
deca la verdad, pero le disgustaba orla alardear, y pens que
una manera de desquitarse sera convenciendo a Rana de
que le diera algo de su comida. Cada invitado haba recibido
exactamente la misma cantidad de comida. Rana,
como t eres tan rica, deberas compartir algo de tu comida
con quienes son menos afortunados que t dijo Cuervo,
simulando estar dbil y triste. Hay suficiente
comida para todos respondi Rana. Y yo comer
todo lo que me han servido, ya que tengo mucha
hambre por haber contado mis piezas de cobre.
Pero Cuervo no era de contentarse fcilmente, y
abri su boca exigiendo que Rana le diera algo de su
comida. Dejen de reir de una buena vez!
orden Pjaro de Trueno. Yo me encargar de vuestra
ridcula discusin. Rana, quiero que cambies cuatro
octavos ( , ) de tu cena por tres sextos ( ,' ) de la cena
de Cuervo. Cuervo, siendo muy avaro, pens
rpidamente que 4 y 8 eran mayores que 3 y 6. "Eso me
parece bien" dijo Cuervo. Rana mir a Pjaro
de Trueno, hizo un gesto de fastidio y sonri. Mientras
Cuervo y Rana dividan su comida, Pjaro de Trueno
comenz a bailar, y el cielo estall en truenos de risa
por las tonteras de Rana y de Cuervo. Pjaro de
Trueno tambin se ri del Clan de las Orcas. A pesar de
todas las fiestas de potlatch, nunca dejara de
comer las poderosas Orcas.
* potlatch:
Nombre dado para
una gran cena y
festejos entre los
indios americanos
del noroeste.
** cobre:
Un tesoro muy
apreciado entre la
gente del mundo
de los ttems.
E L T R U C O
Dear Family,
During math time we are learning about
equivalent fractions. Equivalent fractions
are fractions that describe the same amount of a whole. For
example, is equivalent to , .
In our lessons we used fractions to describe the different
ways a totem pole is divided. Students have traded equivalent
fractional parts to create colorful totem pole puzzles. Their
knowledge of equivalent fractions even helped them solve a
mystery.
Your child has prepared the Totem Pole Game Pack. This is a
set of equivalent fraction playing cards that can be used to
play several entertaining games. Please play one or more of
the games with your child. We have practiced the first three
in class so your child can teach the games to you.
While playing the games ask your child the following
questions:
I How do you say this fraction?
I How do you know these two fractions are equivalent?
Thank you for your help and interest.
Link to Home: Totem Pole Game Pack
Equi valent Fracti on Concentrati on
Lay all 36 cards face down in six rows of six cards. Players take turns flipping two cards at a
time. If the two cards are equivalent fractions, the player keeps the match and then plays
again. If the cards are not equivalent fractions, the cards are turned back over and the next
player takes a turn. The game is played until all of the cards have been matched. The player
with the most matches wins.
Fracti on Fi s h
Deal 7 cards to each player. Place the remaining cards face down in a fish pond. Players
match equivalent fraction pairs in their hands and display all their matches face up. Players
take turns asking each other for cards with equivalent fractions that match the cards in their
hands. If the person asked does not have the requested card, he/she tells the player Go
fish. After the player takes a card from the fish pond, the turn moves to the next player.
If a player runs out of cards, three more cards may be drawn from the fish pond. The
game ends when all of the cards are matched. The player with the most matches wins.
Greedy Raven
Deal out all the cards, face down. Set a time limit for the game of at least five minutes.
All players turn over the top card in their pile at the same time. The player with the largest
fraction showing takes and keeps all of the cards played in the round. If two of the cards
with the largest fraction are equivalent, the players with the equivalent cards flip over
another card. The player with the largest fraction keeps all of the cards played in this
round. The winner is the player with the most cards at the end of the playing time.
Another game? YES!
Totem S oli tai re
A game to play by yourself!
Put the cards in order from the smallest to the largest. Which cards are equivalent?
T OT E M P OL E GAME PAC K
Estimada Familia:
Durante las clases de matemticas,
estamos estudiando fracciones
equivalentes. Las fracciones equivalentes son las que
describen la misma cantidad de un todo. Por ejemplo,
es equivalente a , .
Durante las lecciones utilizamos fracciones para describir
las diferentes maneras en que un ttem est dividido.
Los estudiantes han intercambiado piezas fraccionales
equivalentes para crear rompecabezas coloridos de
ttems. Su conocimiento de fracciones equivalentes les
fue til hasta para resolver un misterio.
Su nio ha preparado el Paquete del Juego del Ttem.
Es un conjunto de naipes con fracciones equivalentes
que puede utilizarse para jugar varios juegos
entretenidos. Por favor, juegue uno o ms de estos jue-
gos con su nio. Hemos practicado los tres primeros
juegos en clase, de modo que su nio podr ensearles
el juego.
Mientras jueguen, hagan las siguientes preguntas a su
nio:
I Cmo se dice esta fraccin?
I Cmo sabes que estas dos fracciones son equiva-
lentes?
Muchas gracias por su inters y ayuda.
Link to Home: Totem Pole Game Pack (Spanish)
Paque t e De l j ue g o de l t t e m
Concentraci n de Fracci ones Equi valentes
Distribuya los 36 naipes cara abajo en seis lneas de seis naipes cada una. Los jugadores se turnan
en dar vuelta dos naipes a la vez. Si los dos naipes son fracciones equivalentes, el jugador se los
guarda y vuelve a jugar. Si los naipes no son fracciones equivalentes, el jugador los vuelve a colo-
car cara abajo y pasa el turno al siguiente jugador. El juego termina una vez que todos los naipes
han sido ordenados en pares. El jugador que tenga la mayor cantidad de pares de fracciones gana.
Pes ca de fracci ones
D siete naipes a cada jugador. Coloque las naipes restantes hacia abajo en el "vivero". Los
jugadores deben formar pares de fracciones equivalentes con los naipes en la mano y, cuando
estn formados los pares equivalentes, mostrarlos cara arriba. Los jugadores se turnan para pedir
a los otros jugadores los naipes con fracciones equivalentes que servirn de pareja para los naipes
que tienen en la mano. Si el jugador al que se le solicita un naipe no tiene el naipe solicitado,
deber responder "Anda a pescar". Una vez que el jugador tome un naipe del vivero, le corre-
sponde el turno al siguiente jugador. Si un jugador queda sin naipes, debe retirar tres naipes del
vivero. El juego termina cuando todos los naipes estn ordenados en pares. El jugador con
mayor cantidad de pares, gana.
el Cuervo Gulos o
Distribuya todos los naipes cara abajo. Asigne un lmite de tiempo para la duracin del juego de
por lo menos cinco minutos. Cada jugador da vuelta el naipe que est arriba de su pila al mismo
tiempo. El jugador con la fraccin mayor se guarda todos los naipes de esa mano. Si dos de los
naipes con la fraccin mayor son equivalentes, los jugadores que tienen los naipes equivalentes
dan vuelta otro naipe de sus pilas. El jugador con la mayor de las fracciones guarda todos los
naipes jugados en esa mano. Gana el jugador con mayor cantidad de naipes al concluir el tiempo
de juego.
Otro juego? S!
Ttem S oli tari o
Un juego para jugar a solas!
Pon los naipes en orden, de menor a mayor. Qu naipes son equivalentes?
We at Tenth Planet would like to thank the following
educational advisors and contributors for their counsel,
creativity, support, and hours of sharing their expertise
that helped Equivalent Fractions become what it is.
We also would like to thank the following educators and
their students for their commitment, ideas, and enthusiasm
for testing and implementing Equivalent Fractions in
classrooms throughout the various phases of development.
Acknowledgments
Ann Carlyle, Teacher, Goleta, CA
Anne Goodrow, Consultant and Author, Watertown, MA
Natalia Jacopetti, Teacher, Oakland, CA
Sheri Leafgren, Teacher, Akron, OH
Mary Lindquist, Professor, Columbus State University, Columbus, GA
Anne Linehan, Consultant and Author, Belmont, CA
Joanne Lobato, Assistant Professor, San Diego State University, San Diego, CA
Raven totem carver, Shane Eagleton/Protect All Lifeforms
Mosquito totem pole photograph, 1997 Pat Kramer, author Totem Poles
Black and white historical photograph, Afternoon Drive, 1994 FPG International
Cathy Bertonneau, Teacher, Foster City, CA
Jan Kaay, Teacher, Cupertino, CA
Image Acknowledgments
Internet Resources and
Contact Information
Tenth Planet Internet Resources
We invite you to visit Tenth Planet on the World Wide Web.
Find new teaching resources, ask questions, share ideas, and
find out whats new at Tenth Planet. Our Internet address is:
http://www.tenthplanet.com
Teaching Resources
Weve organized our Teaching Resources area of our
Web site so that you can easily find ideas for integrating the
Internet with the themes and math concepts in this
Investigation. You'll find carefully selected content,
information, and ideas for activities to integrate with your
curriculum.
The Teaching Resources area is also a forum for sharing
your ideas and questions with other educators.
You can go directly to the Teaching Resources area of Tenth
Planets Web site at http://www.tenthplanet.com/Teachers/
Support
Our Web site includes a Support area with answers to
frequently asked questions, special instructions, and the latest
information on technical issues.
You can go directly to the Support area of Tenth Planets
Web site at http://www.tenthplanet.com/Support/
Tenth Planet Contact Information
If you have a question, need technical support, or just want
information about Tenth Planet, ask us directly. When you
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Telephone
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650-726-5891
Fax
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