NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4 5

Lesson 2
Objective: Decompose fractions as a sum of unit fractions using tape
diagrams.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (6 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Read Tape Diagrams 3.OA.3 (4 minutes)

 Break Apart Fractions 4.NF.3 (6 minutes)

Read Tape Diagrams (4 minutes)

Materials: (S) Personal white board

Note: This fluency activity prepares students for today’s lesson.

T: (Project a tape diagram partitioned into 3 equal parts. Write 15 at the top.) Say the value of the
whole.
S: 15.
T: Write the value of 1 unit as a division problem.
S: (Write 15 ÷ 3 = 5.)
T: (Write 5 in each unit.) Write the whole as a repeated addition sentence.
S: (Write 5 + 5 + 5 = 15.)
T: (Write 3 fives = 5 + 5 + 5 = 3 × __.) Write the whole as a multiplication equation.
S: (Write 3 × 5 = 15.)
Continue with the following possible sequence: 8 ÷ 2, 20 ÷ 5, 12 ÷ 2, 8 ÷ 4, 21 ÷ 3, and 32 ÷ 4.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

31

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4 5

Break Apart Fractions (6 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 1.

T: (Project a circle partitioned into 4 equal parts with 3 parts shaded.) How many circles do you see?
S: 1 circle.
T: How many equal parts does the circle have?
S: 4.
T: What fraction of the circle is shaded?
S: 3 fourths.
T: How many fourths are in 3 fourths?
S: 3.
3 3
T: (Write 4 = __ + __ + __.) On your personal white board, write 4 as a repeated addition sentence.
3 1 1 1
S: (Write 4 = 4 + 4 + 4.)
3 1 1 1 3 2
T: (Write 4 = 4 + 4 + 4. Beneath it, write 4 = 4 + __.)
Fill in the unknown fraction.
3 2 1
S: (Write = + .)
4 4 4

Continue with the fraction graphics pictured to the right.

Application Problem (6 minutes)

Mrs. Salcido cut a small birthday cake into 6 equal pieces for 6 children. One child was not hungry, so she
gave the birthday boy the extra piece. Draw a tape diagram to show how much cake each of the five children
received.

Note: This Application Problem is a review of the material presented in Lesson 1 and prepares students for
the more advanced portion of this lesson objective that they encounter in today’s lesson.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

32

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4 5

Concept Development (34 minutes)

Materials: (T) 2 strips of paper, markers (S) 2 strips of paper, markers or colored pencils, personal white
board

Problem 1: Use a number bond to show how 1 can be decomposed into fourths and how fourths can be
composed to make 1.
T: (Display a number bond to show 1 decomposed into 4 units
of 1 fourth.) What does the number bond show?
S: 1 is the whole. The four 1 fourths are the parts.  4 fourths
make 1.
T: Let’s say it as an addition sentence starting with “1 equals …”
1 1 1 1
S: 1 = 4 + 4 + 4 + 4.
T: Fold a strip of paper to represent the same parts that our
number bond shows. Work with a partner to see if there are
any different number sentences we could create for
decomposing 1 into fourths. Draw number bonds, and then
write number sentences.
T: What number sentences did you create?
3 1 2 2 1 1 2
S: 1 = + .  1 = + .  We could write 1 = + + .
4 4 4 4 4 4 4
They all equal 1.

Problem 2: Fold a piece of paper to create eighths.

Decompose fractions in different ways.
T: Turn over your strip of paper. The length of this
strip of paper represents 1. Fold this paper to
create 8 equal parts. (Demonstrate folding
vertically.) Shade 7 of your 8 parts.
T: Give me one number sentence that shows the
decomposition of 7 eighths into unit fractions.
NOTES ON
S: (Write the sum of 7 units of 1 eighth.)
MULTIPLE MEANS
T: Use parentheses to decompose your sum of unit OF ACTION AND
fractions into two parts. EXPRESSION:
S: (Write a possible answer such as If paper strip eighths are difficult to
7 1 1 1 1 1 1 1
= ( + + ) + ( + + + ).) color and manipulate in Problem 2 of
8 8 8 8 8 8 8 8
the Concept Development, use
T: On your board, record your decomposition of concrete manipulatives such as fraction
7 eighths with 2 parts, and then look for other ways strips, Cuisenaire rods, or linking cubes.
to decompose with 2 or more parts. Alternatively, use larger fraction strips
7 3 4 7 7 7 2 2 3 or tape diagram drawings.
S: 8
= 8 + 8.  8 = 8 + 0.  8 = 8 + 8 + 8.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4 5

T: What do all of the number sentences have in common? Discuss with a partner.
7
S: They all add up to 8.  The parts are eighths in all of them.
5
Problem 3: Write number sentences to decompose 6 as a sum of fractions with the same denominator.
T: Form groups of three. Work on your personal white board. Each of you should write a number bond
and sentence showing a decomposition of 5 sixths. If you have the same decomposition as someone
else in your group, one of you must change your work. (Allow time for students to work.)
MP.3
T: Let’s share. What number bonds did you create? (Record number sentences.)
5 1 1 1 1 1 5 3 2 5 4 1
S: 6
= 6 + 6 + 6 + 6 +6.  6 = 6 + 6.  6 = 6 + 6.  (Other various answers.)

T: Now, on your board, instead of drawing number bonds, draw tape diagrams to show three
5
different ways of decomposing the fraction 4. Write the number sentence describing each tape
diagram you drew next to the tape diagrams. What number sentences did you write?
5 1 1 1 1 1 5 2 1 2 5 1
S: = + + + + .  4 = 4 + 4 + 4.  4 = 1 + 4.
4 4 4 4 4 4

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Check that English language learners
and others understand that they are to
represent 5 fourths, not 5 fifths, with a
tape diagram. Provide guidance as
students model this improper fraction
as a tape diagram. Ask, “What is the
unit? How many units to make 1?
How do you show 1 on your tape
diagram?”

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

34

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4 5

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Decompose fractions as a sum of unit

fractions using tape diagrams.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Look at your answers for Problems 1(b) and 1(c).
Problem 1(c) is a fraction greater than 1, but it
has fewer ways to be decomposed. Why is that?
 In Problem 1(a), which was completed for you,
the first number sentence was decomposed into
the sum of unit fractions. The second number
sentence bonded some of these unit fractions.
2 1 1
Which ones? ( 8 bonded 8 + 8.) Draw parentheses
around the unit fractions in the first number
sentence that match the second number
sentence. Do the same for Problems 1(b) and
1(c). (Answers will vary.)
5 1 1 1 1 1 5 2 2 1
=( + )+( + )+ .  = + + .
8 8 8 8 8 8 8 8 8 8
 Give examples of when you decomposed
numbers in earlier grades.
 How did the Application Problem connect to
today’s lesson?

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4 5

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

36

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 4 5

Name Date

1. Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition as a sum of unit fractions.
Step 3: Record the decomposition of the fraction two more ways.
(The first one has been done for you.)

1
5
a.
8

5 1 1 1 1 1 5 2 2 1 5 2 1 1 1
= + + + + = + + = + + +
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

9
b.
10

3
c. 2

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

37

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 4 5

2. Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition of the fraction in three different ways using number sentences.
7
a.
8

5
b.
3

7
c.
5

1
d. 1
3

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

38

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 4 5

Name Date

Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition of the fraction in three different ways using number sentences.

4
7

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

39

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 4 5

Name Date

1. Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition as a sum of unit fractions.
Step 3: Record the decomposition of the fraction two more ways.
(The first one has been done for you.)

5
a. 6

5 1 1 1 1 1 5 2 2 1 5 1 4
= + + + + 6
=6 + +
6 6
= +
6 6 6 6 6 6 6 6 6

6
b. 8

7
c. 10

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

40

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 4 5

2. Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition of the fraction in three different ways using number sentences.

10
a. 12

5
b. 4

6
c. 5

1
d. 1 4

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

41

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M5-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.