# Match the fractions with related figures

## Students` Learning Outcomes

• Match the fractions with related figures.

### Information for Teachers

• One third should be introduced when student have grasped the concept of one half and one fourth because it is somehow difficult to fold or divide a whole into three equal parts. • To give concept of fraction teacher should use a whole to divide equally. • She/he may take some objects to ask students to divide it in half, fourth of it or third of it.
• While teaching the lesson, also consult textbook where and when applicable.

### Material / Resources

Writing board, chalk/marker, duster, piece of papers/strips/cards, 4 cut outs of coloured quarter circle, fraction dice, candies, glue and coloured chalk

### Introduction

• Write 1/3 on board. Ask students what does number 1 and 3 show?
• What do these numbers stand for?
• Draw a rectangle on the board, draw lines to show three equal parts. • Colour two parts and ask students to write its fraction.
• Repeat the procedure with other shapes.

### Development

Activity 1

• Give each student a sheet of paper and 4 pieces of quarter circle. • Ask students to draw a big circle on the sheet.
• Write ¼ on the board and ask students to show this fraction by pasting the cut out on the circle.
• Now write 2/4 and ask them to paste the cutout on circle and increase it till the circle is completed. Activity 2

• Divide class into groups.
• Give two sets of cards, one containing fractions written in words, like; half, one fourth, three fourth, one third and two third etc. • Whereas second set of cards containing different fractions written in digits, like; • Ask students to match the cards and draw some shapes and color its parts to show the fractions.
• After arranging their cards invite other groups to see the work they have just produced.
• Arrange this activity as game, the group which will complete work first will win the game.

### Sum up / Conclusion

• Discuss the word one third with students.
• Ask how to write one third in numbers?
• What is meaning of number below the bar and above the bar?
• What we call the number above and below the bar?
• Define one third for the students and emphasize on dividing a whole into three equal parts, e.g. three parts of class and number of students in each part.

### Assessment

• Give some diagram of shapes to student and ask them to draw lines to show parts and colour it. • Draw some shapes on the board divided into two, three and four equal or unequal part.
• Ask students to draw these shapes on their notebook and answer it, “Are all of these fractions?’ if yes; tell the fraction.  