Now that Chris is comfy with the denominators 2, 4, 8, and 16 (and halving/doubling to make equivalent pieces) we tried denominators of 3, 6 and 12. Why 12? I just figured it was easier to work with 2, 4, 3, and 6 once we move to equivalent fractions. Also, it was easier to fold (no joke).

Note: I would suggest you fold for your kiddo. Or have a set already folded for them in case they need it. I did not, and then had to spend time cutting more pieces to make new folds (He laughed…I did not.)

- Show the 1 whole again. Explain we are making new fraction pieces for our kit (YAY!).
- Let your child choose a color (Chris chose green). Fold into thirds. I cheated and measured it out, then divided by 3 and made marks with a ruler. He then folded on the marks.
*How many equal sized pieces do we have?*(3)*What do we call each piece?*(1-third). Write 1/3 on each piece and cut them out. Count them out as you cover 1-whole strip:*1-third, 2-thirds, 3-thirds or 1 whole.*You can write 3/3 on the whole strip if you would like. - Have your child choose a different color (Chris chose orange.) For the sixths, fold again into thirds, then in half.
*How many equal-sized pieces do you think we have?*(5???)*Open it up and see*. (Oh-6! Well yeah, because 3 doubled is 6.)*What do we name each of these pieces?*(1/6) Write 1/6 on each piece and cut them out. Again, name the amount as you cover up the 1 whole strip with 1/6 pieces.*1-sixth, 2-sixths, 3-sixths, …, 6-sixths or 1 whole.* - Take one final color and fold into thirds, fold in half once, then fold in half a second time.
*How many equal-sized pieces do you think we have?*(I don’t know…ummmm…10?) He opened it up and saw 12 pieces.*What is the name of each piece?*1/12. Write 1/12 on each, cut them out, and count them as you cover the 1 whole. - I asked Chris to show me different values.
- Show me 3/12.
- Show me 5/6.
- Show me 2/3. (I soo wanted to start comparing, but that is not the focus for today. Keep it focused so they get what you want out of the lesson.)
- Show me 7/6. (HA!) He just grabbed one of my pieces to make 7/6.
- Show me 5/3. Same. Grabbed my pieces to figure it out.
*If you can’t grab my pieces, how could you show 5/3 with your pieces?*I wish I had taped it. I thought he would show 1 whole and 2/3. But no. He used the 3/3 then 4/6! I love when we let them do their own thing. They always seem to surprise us!