Science and a Birthday gift of slime/putty jars kept us busy and at a very quick math lesson today. ‘Cuz you know…priorities!

- Played “Cover it Up!” twice. Please see Fractions Day 2 post for how to play the game. The questions I used were focused on were:
*Who had more?*or*Who is winning? How do you know?*to front load for today’s lesson. - Using a whiteboard (or scratch paper), I drew the equal symbol (=).
*What does this mean?*(Chris said it meant they were the same size, which I was fine with.)*Show me which pieces would be**equal*. He showed the 1 whole and 2/2. I then wrote 1=2/2. - Under that work, I drew the greater than symbol (>).
*What does this symbol mean?*(Chris said it was an alligator. More on that another blog. I am not in the mood for that one!) We discussed that it meant the first number you write must be bigger than the second number. The math vocab wasn’t very sophisticated, as I just want him understanding the idea. I had him choose two fraction pieces from the Fraction Kit to compare, with the first being bigger than the second. We then wrote the number sentence that it represented. - I had Chris compare pairs of the unit fractions from the Fraction Kit and tell me which one was greater and why. See the unit fractions to the right for sequence of the pairs we explored.
- Once he had the idea of comparing we moved on to fractions with different numerators (still only using the denominators from the Fraction Kit). I gave him (one at a time) pairs of fractions to compare. He could use the Fraction Kit pieces to determine which was greater, circling it on the whiteboard. I asked him to convince me why one fraction was larger than the other, and he verbally explained or showed me with his fraction pieces. See below for the sequence of pairs we explored (The circled ones are the greater fractions.).I often asked,
*How many more of ____ would you need to make them equal?,*just to start the seed of equivalent fractions (Day 5). Then I threw a pair of equivalent fractions in our set to see what he would do. (He rolled his eyes and said they were equal. Duh, Mom!)

Overall, Chris did well with circling which fraction was bigger, so long as he could use the pieces to work through the pairs. This is appropriate, as he hasn’t learned any other strategies for comparing. We will move to which fraction is smaller tomorrow to continue comparing sizes of fractions and really understanding what the numerator and denominator mean with respect to the Fraction Kit pieces.