Day 1 Script: What's a Whole?

## Introduction (5 minutes)
"Hi [Student's Name]! Welcome to our fractions adventure! Today, we're going to start with a very important word: whole. Can you say 'whole' with me?"

"To get us started, I want you to draw something on this paper that is 'whole' or 'complete.' Don't worry, there's no wrong answer. Just draw what comes to your mind when you think of something complete."
(Distribute the Day 1 Warm-Up and allow time for drawing. Discuss their drawings.)

"That's a great drawing! When we talk about a 'whole' in math, we mean one complete thing. Nothing is missing from it."

## Direct Instruction: What's a Whole? (10 minutes)
"Let's look at our slides to learn more about 'whole.'"
(Navigate to Day 1 Slide Deck Slide 2: "What's a Whole?")
"Look at this picture. It's an apple. Is anything missing from this apple? No, it's one complete apple. We call this a whole apple."

(Navigate to Day 1 Slide Deck Slide 3: "A Whole Pizza!")
"Now look at this pizza. All the slices are there. Is this pizza whole, or is a piece missing? That's right, it's a whole pizza! What are some other things you can think of that are whole?"
(Allow time for the student to respond and discuss examples.)

(Navigate to Day 1 Slide Deck Slide 4: "From Whole to Parts")
"Fractions are all about taking a whole and looking at its parts. But we can't talk about parts until we understand what a whole is. So, today we're focusing on just that: identifying 'wholes.'"

## Guided Practice: Making Wholes (10 minutes)
(Give the student a paper plate and crayons.)
"Here's a paper plate. Can you tell me if this plate is whole? Yes, it is! Nothing is missing. I want you to draw a design on this whole plate. You can draw anything you like, but make sure your drawing covers the entire plate, showing it as one complete item."
(Allow time for the student to draw. Discuss their drawing, reinforcing the concept of a whole plate.)

"Now, let's look at our Day 1 Worksheet. We'll do the first one together. Look at the pictures. Which one shows a whole object?"
(Guide the student through identifying the whole object and explaining their reasoning.)

## Cool-Down: Show What You Know (5 minutes)
(Distribute the Day 1 Cool-Down.)
"Great job today! For our cool-down, I want you to quickly draw or write what a 'whole' means to you on this paper. Just a quick thought or picture."
(Allow time for the student to respond. Briefly discuss their responses to check for understanding and wrap up the lesson.)
"Fantastic! You did a wonderful job understanding what a 'whole' is today. Tomorrow, we'll start to look at how we can divide these wholes into parts!"

Day 1 Warm-Up: What is Whole?

Draw something that is whole or complete in the box below.

Day 1 Worksheet: Identifying Wholes

Directions: Look at each picture. Circle the pictures that show a whole object. If it's not whole, explain why.

1. Apple
(Image of a whole apple) (Image of a bitten apple)
Circle the whole apple.
If not whole, why?



2. Pizza
(Image of a whole pizza) (Image of a pizza with one slice missing)
Circle the whole pizza.
If not whole, why?



3. Cookie
(Image of a whole cookie) (Image of a broken cookie)
Circle the whole cookie.
If not whole, why?



4. Chocolate Bar
(Image of a whole chocolate bar) (Image of a chocolate bar with a piece broken off)
Circle the whole chocolate bar.
If not whole, why?



5. Orange
(Image of a whole orange) (Image of an orange peeled into sections)
Circle the whole orange.
If not whole, why?

Day 1 Cool-Down: My Whole Idea

Quickly draw or write what the word whole means to you.

Day 2 Script: Introducing Halves

Introduction (5 minutes)

"Good morning, [Student's Name]! Let's start by remembering what we learned yesterday. What is a whole? Can you draw a whole object on your Day 2 Warm-Up paper?"
_(Distribute the Day 2 Warm-Up and allow time for drawing. Discuss their drawings and review the concept of 'whole'.)
"Great! A whole is one complete thing, with nothing missing. You remembered perfectly!"

Direct Instruction: Introducing Halves (10 minutes)

"Today, we're going to learn about what happens when we divide a whole into two equal parts. When we do this, each part is called a half. Let's look at our slides."
(Navigate to Day 2 Slide Deck Slide 2: "Meet the Halves!")
"When you hear the word 'half,' I want you to think of two equal parts. The word 'equal' is very important. It means the parts are exactly the same size."

(Navigate to Day 2 Slide Deck Slide 3: "Dividing into Halves")
"Look at this apple. It's a whole apple. If I cut this apple right down the middle, I get two pieces. Are these pieces equal? Yes! Each of these pieces is one half of the apple."

(Navigate to Day 2 Slide Deck Slide 4: "Half a Sandwich")
"Here's another example: a sandwich. It's a whole sandwich. If we cut it in half, we get two pieces that are the same size. Each piece is one half of the sandwich."

(Navigate to Day 2 Slide Deck Slide 5: "Important: Equal Parts!")
"It's super important that when we make halves, the parts are equal. If one piece is bigger than the other, then they are not halves. Think about sharing with a friend – you want both pieces to be fair and equal, right?"

Guided Practice: Cutting Halves (10 minutes)

(Give the student a paper circle and child-safe scissors.)
"Here's a whole paper circle. Can you show me how you would cut this circle into two equal parts? You can fold it first to help you make sure the parts are equal, then cut along the fold."
_(Guide the student as they fold and cut. Discuss the two pieces.)
"Excellent! You have two equal parts. So, how many halves do you have? And what do two halves make? That's right, a whole!"

"Now, let's look at our Day 2 Worksheet. We'll do the first one together. Look at the shapes. Which ones are divided into equal halves?"
_(Guide the student through identifying halves and explaining their reasoning.)

Cool-Down: Drawing Halves (5 minutes)

(Distribute the Day 2 Cool-Down.)
"Wonderful work today! For our cool-down, I want you to draw a whole object, any object you like, and then divide it into two equal halves. Remember what we learned about equal parts!"
_(Allow time for the student to draw. Briefly discuss their drawing to check for understanding.)
"Fantastic! You're really getting the hang of halves. Tomorrow, we'll keep practicing and learn a little more about how we write fractions!"

Day 2 Warm-Up: Whole Review

1. What is a whole? Draw a whole object below.
   
   
   
   
   
   
   
   
   
   
   
   

2. Circle the picture that shows a whole.
   (Image of a whole apple) (Image of a half-eaten apple)

Day 2 Worksheet: Exploring Halves

Directions: Look at each shape. If the shape is divided into two equal halves, color one half. If it's not divided into equal halves, put an X on it.

1. Circle
   (Image of a circle divided into two equal halves)

2. Square
   (Image of a square divided into two unequal parts)

3. Rectangle
   (Image of a rectangle divided into two equal halves vertically)

4. Triangle
   (Image of a triangle divided into two equal halves)

5. Pizza Slice
   (Image of a whole pizza, but only one slice is highlighted and it's not cut equally for halves)

Challenge: Draw your own shape and divide it into two equal halves.

Day 2 Cool-Down: My Halves Idea

Draw a whole object and then divide it into two equal halves. Label each part "half".

Day 3 Script: Introducing Quarters/Fourths

Introduction (5 minutes)

"Hello, [Student's Name]! Let's get our brains warmed up. Yesterday, we learned about halves. What does it mean to divide something into halves? Can you show me on your Day 3 Warm-Up paper, maybe by drawing a whole and cutting it in half?"
_(Distribute the Day 3 Warm-Up and allow time for drawing. Discuss their drawings and review the concept of 'halves'.)
"Fantastic! Halves mean two equal parts. You remembered the 'equal' part, which is so important!"

Direct Instruction: Introducing Quarters/Fourths (10 minutes)

"Today, we're going to learn about dividing a whole into even more parts. We're going to learn about quarters or fourths. Both words mean the same thing! Can you say 'quarters' and 'fourths' with me?"
(Navigate to Day 3 Slide Deck Slide 2: "Meet the Quarters (Fourths)!")
"When you hear 'quarter' or 'fourth,' I want you to think of four equal parts. Just like with halves, these parts must be exactly the same size."

(Navigate to Day 3 Slide Deck Slide 3: "Dividing into Quarters")
"Look at this picture of a sandwich. It's a whole sandwich. If I cut it into four equal pieces, what do we call each piece? That's right, each piece is one quarter or one fourth of the sandwich. How many quarters do you think make a whole?"

(Navigate to Day 3 Slide Deck Slide 4: "A Pizza in Fourths")
"Here's a whole pizza. If we cut this pizza into four equal slices, we have four fourths. Each slice is one fourth of the pizza. Are the slices equal? Yes!"

(Navigate to Day 3 Slide Deck Slide 5: "Always Equal Parts!")
"Remember, the word equal is key! If the four pieces aren't exactly the same size, then they are not quarters or fourths. It's like sharing a pizza with three friends – everyone wants a fair, equal slice!"

Guided Practice: Folding Quarters (10 minutes)

_(Give the student a paper square and crayons.)
"Here's a whole paper square. Can you show me how you would fold this square into four equal parts? Think about how you might fold it in half first, and then in half again."
_(Guide the student as they fold. Once folded, have them trace the fold lines and shade one quarter.)
"Excellent! You have four equal parts. So, how many quarters do you have? And what do four quarters make? A whole!"

"Now, let's look at our Day 3 Worksheet. We'll do the first one together. Look at the shapes. Which ones are divided into equal quarters?"
_(Guide the student through identifying quarters and explaining their reasoning.)

Cool-Down: Drawing Quarters (5 minutes)

(Distribute the Day 3 Cool-Down.)
"Wonderful work today! For our cool-down, I want you to draw a whole object, any object you like, and then divide it into four equal quarters or fourths. Label each part 'quarter' or 'fourth'."
_(Allow time for the student to draw. Briefly discuss their drawing to check for understanding.)
"Fantastic! You're really getting the hang of dividing into equal parts. Tomorrow, we'll practice all three: wholes, halves, and quarters!"

Day 3 Warm-Up: Halves Review

1. Draw a whole shape and divide it into two equal halves.
   
   
   
   
   
   
   
   
   
   
   
   

2. Circle the shape that shows two equal halves.
   (Image of a circle divided into two equal halves) (Image of a circle divided into two unequal parts)

Day 3 Worksheet: Discovering Quarters/Fourths

Directions: Look at each shape. If the shape is divided into four equal parts, color one quarter. If it's not divided into four equal parts, put an X on it.

1. Square
   (Image of a square divided into four equal parts)

2. Circle
   (Image of a circle divided into four unequal parts)

3. Rectangle
   (Image of a rectangle divided into four equal parts)

4. Pizza
   (Image of a pizza divided into 4 equal slices)

5. Triangle
   (Image of a triangle divided into 3 equal parts)

Challenge: Draw your own shape and divide it into four equal quarters.

Day 3 Cool-Down: My Quarters Idea

Draw a whole object and then divide it into four equal parts. Label each part "quarter" or "fourth".

Day 4 Script: Writing Unit Fractions (1/2, 1/4)

Introduction (5 minutes)

"Good morning, [Student's Name]! Let's start with our warm-up. On your Day 4 Warm-Up paper, I want you to look at the shapes and tell me if they show a whole, halves, or quarters. And remember, what is the most important thing we need to remember when we divide a whole into parts?"
_(Distribute the Day 4 Warm-Up and review. Emphasize 'equal parts'.)
"Excellent! You've got it! Equal parts are super important for fractions."

Direct Instruction: Writing Fractions (10 minutes)

"Today, we're going to take what we know about wholes, halves, and quarters and learn how to write them with numbers! We call these fraction numbers. Let's look at our slides."
(Navigate to Day 4 Slide Deck Slide 2: "Writing Fractions: The Basics")
"Fractions have two numbers, one on top and one on the bottom, with a line in the middle. The top number tells us how many parts we are looking at or how many are shaded. The bottom number tells us how many equal parts are in the whole thing."

(Navigate to Day 4 Slide Deck Slide 3: "Writing One Half")
"Look at this circle. It's one whole, divided into two equal parts. One part is shaded. So, how do we write this as a fraction? We write it as 1/2."
"The 1 on top means we are looking at one shaded part. The 2 on the bottom means there are two equal parts in the whole. Does that make sense?"
_(Check for understanding, re-explain if needed.)

(Navigate to Day 4 Slide Deck Slide 4: "Writing One Quarter (Fourth)")
"Now look at this square. It's one whole, divided into four equal parts. One part is shaded. What fraction do you think this shows? Yes, 1/4!"
"The 1 on top means we are looking at one shaded part. The 4 on the bottom means there are four equal parts in the whole. We can say 'one-fourth' or 'one-quarter'."

(Navigate to Day 4 Slide Deck Slide 5: "Let's Practice Writing!")
"Let's try a few together. If I have a circle cut into two equal pieces, and I shade one piece, what fraction is that? (1/2). And what if I have a square cut into four equal pieces and shade one? (1/4). You've got it!"

Guided Practice: Matching & Writing (10 minutes)

_(Provide the student with pre-divided paper shapes, some in halves, some in quarters, and crayons.)
"Now it's your turn to practice! I want you to take these shapes. First, shade one part of each shape. Then, below the shape, write the fraction that tells us what you shaded. Remember, 1 on top for the one part you shaded, and the total number of equal parts on the bottom."
_(Circulate and assist as needed. Once they've done a few, transition to the worksheet.)

"Great job! Let's look at our Day 4 Worksheet. We'll do the first problem together. Look at the picture. Is it divided into halves or quarters? How many parts are shaded? How do we write that fraction?"
_(Guide the student through identifying the fraction and matching it to the written form.)

Cool-Down: Fraction Match-Up (5 minutes)

(Distribute the Day 4 Cool-Down.)
"You're doing amazing with these fractions! For our cool-down, I want you to draw one shape, divide it into either halves or quarters, shade one part, and then write the fraction that shows what you shaded."
_(Allow time for the student to draw and write. Briefly discuss their work.)
"Wonderful! You are now writing fractions! Tomorrow, we'll practice writing these fractions even more and look at different shapes."

Day 4 Warm-Up: Reviewing Parts

Directions: Look at each shape and tell if it is a whole, divided into halves, or divided into quarters.

1. (Image of a whole circle)
   This is a:
   
   

2. (Image of a square divided into two equal parts)
   This is divided into:
   
   

3. (Image of a rectangle divided into four equal parts)
   This is divided into:
   
   

4. (Image of an apple with one bite taken)
   Is this a whole? Why or why not?
   
   
   

Day 4 Worksheet: Writing Unit Fractions

Directions: Look at each picture. One part is shaded. Write the fraction that shows the shaded part.

1. (Image of a rectangle divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

2. (Image of a circle divided into 4 equal parts, 1 shaded)
   Fraction:
   
   

3. (Image of a square divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

4. (Image of a pizza divided into 4 equal slices, 1 shaded)
   Fraction:
   
   

5. (Image of a bar of chocolate divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

Challenge: Draw a shape, divide it into equal parts, shade one part, and write the fraction.

Day 4 Cool-Down: My Fraction Challenge

Draw a shape below. Divide it into either halves or quarters (your choice!). Shade one part.
Then, write the fraction that shows the shaded part.

My fraction is:

Day 5 Script: Varied Visuals for Unit Fractions

Introduction (5 minutes)

"Good morning, [Student's Name]! Let's start with our Day 5 Warm-Up. Look at these pictures and tell me what fraction is shaded, either 1/2 or 1/4. Remember to tell me why – how many total equal parts, and how many are shaded?"
_(Distribute the Day 5 Warm-Up and review their answers, reinforcing numerator and denominator meanings.)
"Excellent! You remember that the bottom number tells us the total equal parts and the top number tells us the parts we are looking at."

Direct Instruction: Different Ways to See Fractions (10 minutes)

"Today, we're going to see that fractions can look a little different, even though the idea is the same. Let's look at our slides."
(Navigate to Day 5 Slide Deck Slide 2: "Fractions Can Look Different!")
"Look here! This isn't a circle or a square, it's a rectangle, or what we call a fraction bar. But it's still divided into two equal parts, and one part is shaded. So, what fraction does this show? Yes, 1/2! The shape changed, but the fraction is still 1/2."

(Navigate to Day 5 Slide Deck Slide 3: "Rectangular Fourths")
"Now look at this fraction bar. How many equal parts is it divided into? (Four). How many are shaded? (One). So, what fraction is this? You got it, 1/4!"

(Optional: Navigate to Day 5 Slide Deck Slide 4: "Fractions in a Group")
"Sometimes, we can even talk about fractions of a group of things. Like if I have four toys, and one of them is a car, then one-fourth of my toys is a car. We are still looking at one part out of the total number of parts."

"The important thing to remember is that no matter what shape or picture you see, if it's divided into equal parts, you can write a fraction for it!"

Guided Practice: Building & Writing Fractions (10 minutes)

_(Provide the student with fraction circles and bars (halves and quarters) and crayons.)
"Let's do some hands-on practice. Take a whole fraction circle. Now, can you show me one half? How do you know it's one half? (Two equal parts, I'm holding one). Excellent! Now, try with the fraction bars. Can you show me one quarter?"
_(Guide them through using the manipulatives and discussing their choices.)

"Now, let's work on our Day 5 Worksheet. We'll do a few together. Look at the first picture. It's a different shape! How many equal parts? How many shaded? So, what fraction do we write?"
_(Guide the student through several examples, ensuring they connect the visual to the written fraction 1/2 or 1/4.)

Cool-Down: Independent Fraction Writing (5 minutes)

(Distribute the Day 5 Cool-Down.)
"You're doing great with all these different fractions! For our cool-down, I want you to look at these two pictures. For each one, write the fraction that shows the shaded part. Remember our rules about the top and bottom numbers."
_(Allow time for the student to write. Provide immediate, constructive feedback.)
"Excellent work today! You are becoming a fraction expert. Tomorrow, we'll put all our learning together!"

Day 5 Warm-Up: Fraction Detective

Directions: Look at the shaded part of each shape. Write the fraction (1/2 or 1/4) that describes it.

1. (Image of a circle divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

2. (Image of a square divided into 4 equal parts, 1 shaded)
   Fraction:
   
   

3. (Image of a rectangle divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

Day 5 Worksheet: Fractions in Many Forms

Directions: Look at each picture. One part is shaded. Write the fraction (1/2 or 1/4) that shows the shaded part.

1. (Image of a rectangular bar divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

2. (Image of a set of 4 cookies, 1 cookie is different/shaded)
   Fraction:
   
   

3. (Image of a pie divided into 4 equal slices, 1 shaded)
   Fraction:
   
   

4. (Image of a square folded diagonally in half, 1 half shaded)
   Fraction:
   
   

5. (Image of a cross divided into 4 equal parts, 1 shaded)
   Fraction:
   
   

Challenge: Draw a fraction circle, divide it into halves, and shade one half. Write the fraction.

Day 5 Cool-Down: What Fraction is This?

Directions: Write the fraction (1/2 or 1/4) that shows the shaded part for each picture.

1. (Image of a triangle divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

2. (Image of a rectangular chocolate bar divided into 4 equal squares, 1 shaded)
   Fraction:
   
   

Day 6 Script: Identifying Fractions and Non-Examples

Introduction (5 minutes)

"Good morning, [Student's Name]! Today, we're going to be 'Fraction Detectives' and make sure we know what truly makes a fraction. For our Day 6 Warm-Up, I have some pictures for you. For each one, tell me: 'Are these parts equal, or not equal?' Why do you think so?"
_(Distribute the Day 6 Warm-Up and discuss. Focus on the concept of 'equal'.)
"Fantastic! You're really good at spotting if things are equal or not. That's the most important rule for fractions!"

Direct Instruction: What Makes a Fraction? (10 minutes)

"Let's review our fraction friends: wholes, halves, and quarters. And then, we'll look at some tricky pictures!"
(Navigate to Day 6 Slide Deck Slide 2: "Our Fraction Friends!")
"Remember, a whole is one complete thing. When we divide it into two equal parts, each is 1/2. When we divide it into four equal parts, each is 1/4. The word equal is key!"

(Navigate to Day 6 Slide Deck Slide 3: "Not a Half!")
"Now, look at this shape. It's cut into two pieces. But are these pieces equal? No, they're not! One piece is much bigger than the other. So, even though it has two parts, we cannot call these 'halves' because they are not equal. This is not a fraction!"

(Navigate to Day 6 Slide Deck Slide 4: "Not a Quarter!")
"What about this one? It's cut into four pieces. Are all four pieces the same size? No. So, can we call these 'quarters' or 'fourths'? No, we can't! This is not a fraction!"

(Navigate to Day 6 Slide Deck Slide 5: "The Golden Rule: Equal Parts!")
"So, the golden rule for fractions is: All the parts must be equal! If the parts are not equal, then we are not looking at a fraction. This is very important to remember!"
_(Show a few more examples from the slide deck, mixing equal and unequal divisions, and ask the student to identify if it's a fraction or not, and why.)

Guided Practice: Sorting and Writing (10 minutes)

_(Provide the student with pre-divided paper shapes, some with equal parts (halves, quarters), some with unequal parts. Also have crayons.)
"Now, you get to be the expert! I have a pile of shapes here. I want you to sort them into two groups. One group is for shapes that can be a fraction because they have equal parts. The other group is for shapes that cannot be a fraction because their parts are not equal."
_(Guide the student in sorting. For the 'can be a fraction' pile, have them choose one, shade one part, and write the fraction 1/2 or 1/4.)

"Great sorting! Now, let's open our Day 6 Worksheet. We'll do the first few together. For each picture, first decide if it's divided into equal parts. If yes, then tell me what fraction is shaded and write it down! If no, explain why it's not a fraction."
_(Guide the student through several examples, including non-examples.)

Cool-Down: Spot the Mistake (5 minutes)

(Distribute the Day 6 Cool-Down.)
"You're doing fantastic! For our cool-down, look at the picture on your paper. It's supposed to be divided into halves, but something is wrong! Can you tell me what the mistake is, and then draw the shape correctly divided into halves?"
_(Allow time for the student to identify the error and redraw. Discuss their corrected drawing.)
"Excellent! You are definitely a fraction expert! You know what makes a fraction, and what doesn't. Tomorrow, we will practice with a fun game!"

Day 6 Warm-Up: Equal or Not Equal?

Directions: Look at each picture. Circle "Equal" if the parts are the same size, or "Not Equal" if they are different sizes.

1. (Image of a rectangle divided into two unequal parts)
   Equal / Not Equal

2. (Image of a pizza divided into four equal slices)
   Equal / Not Equal

3. (Image of a circle divided into two equal halves)
   Equal / Not Equal

4. (Image of a square with a small corner cut off, making unequal parts)
   Equal / Not Equal

Why is it important for parts to be equal when we talk about fractions?

Day 6 Worksheet: Fractions or Not?

Directions: For each picture, answer the questions. If it IS a fraction, write it. If it is NOT a fraction, explain why.

1. (Image of a circle divided into 2 equal parts, 1 shaded)
   Are the parts equal? (Yes/No)
   
   If yes, what fraction is shaded?
   
   

2. (Image of a rectangle divided into 4 unequal parts)
   Are the parts equal? (Yes/No)
   
   If no, why is it not a fraction?
   
   
   

3. (Image of a square divided into 4 equal parts, 1 shaded)
   Are the parts equal? (Yes/No)
   
   If yes, what fraction is shaded?
   
   

4. (Image of a pizza with one small slice and one large slice cut out)
   Are the parts equal? (Yes/No)
   
   If no, why is it not a fraction?
   
   
   

5. (Image of a chocolate bar divided into 2 equal parts, 1 shaded)
   Are the parts equal? (Yes/No)
   
   If yes, what fraction is shaded?
   
   

Challenge: Draw a shape that shows 1/2. Then, draw a shape that tries to show 1/2 but has unequal parts (and put an X on it!).

Day 6 Cool-Down: Fix the Fraction!

1. Look at this picture. It tries to show halves, but something is wrong.
   (Image of a circle divided into two unequal parts)

   What is the mistake?
   
   
   

2. Draw the same shape below, but divide it correctly into two equal halves.
   
   
   
   
   
   
   
   
   
   
   
   

Day 7 Script: Composing Wholes from Halves and Quarters

Introduction (5 minutes)

"Good morning, [Student's Name]! Let's get started with our Day 7 Warm-Up. Look at these pictures and tell me the fraction that is shaded. Remember to tell me how you know – how many equal parts in total, and how many are shaded?"
_(Distribute the Day 7 Warm-Up and review their answers. Briefly revisit the importance of equal parts.)
"Excellent! You're great at identifying our unit fractions!"

Direct Instruction: Building Wholes (10 minutes)

"Today, we're going to see how our fraction pieces can come back together to make a whole again! Let's look at the slides."
(Navigate to Day 7 Slide Deck Slide 2: "Two Halves Make a Whole!")
"Look at these two pieces. Each one is a half, right? What happens if we put these two halves together?"
_(Use physical half-pieces to demonstrate putting them together.)
"Wow! When we put two halves together, we get back our whole! So, two halves make one whole."

(Navigate to Day 7 Slide Deck Slide 3: "Four Quarters Make a Whole!")
"Now, let's try with our quarters. Here are four quarter pieces. If we put all four of these quarters together, what do you think will happen?"
_(Use physical quarter-pieces to demonstrate putting them together.)
"That's right! Four quarters make one whole! It's like a puzzle, all the pieces fit together to make the original whole thing."

(Navigate to Day 7 Slide Deck Slide 4: "Pie Pieces!" and Slide 5: "Sandwich Squares!")
"So, how many halves do you need to make a whole pie? (Two). And how many quarters do you need to make a whole sandwich? (Four). Perfect!"

Guided Practice: Put the Parts Together! (10 minutes)

_(Give the student a pile of two half-pieces and a pile of four quarter-pieces.)
"Now it's your turn to be a whole-builder! First, take your half-pieces. Can you put them together to show me one whole? Tell me what you did."
_(Allow time for the student to manipulate and explain. Reinforce that two 1/2 pieces make a whole.)

"Great! Now, take your quarter-pieces. Can you put those together to make a whole? What did you do to make one whole?"
_(Allow time for the student to manipulate and explain. Reinforce that four 1/4 pieces make a whole.)

"You're doing a fantastic job! Now, let's open our Day 7 Worksheet. We'll do the first problem together. It asks you to draw how two halves make a whole. Remember to draw clearly and make your parts equal!"
_(Guide the student through drawing and explaining.)

Cool-Down: Whole Builder (5 minutes)

(Distribute the Day 7 Cool-Down.)
"Excellent work today! For our cool-down, I want you to draw a whole object, any object you like, and then show me how it can be made of either two halves OR four quarters. You choose which one to show. Label your parts!"
_(Allow time for the student to draw and label. Briefly discuss their drawing.)
"Wonderful! You truly understand how parts come together to make a whole. Tomorrow, we will continue to explore fractions with a fun story!"

Day 7 Warm-Up: Name That Fraction!

Directions: Look at each shaded part and write the fraction.

1. (Image of a circle divided into 4 equal parts, 1 shaded)
   Fraction:
   
   

2. (Image of a rectangle divided into 2 equal parts, 1 shaded)
   Fraction:
   
   

3. (Image of a square divided into 4 equal parts, 1 shaded)
   Fraction:
   
   

4. (Image of a whole apple)
   Is this a fraction? Why or why not?
   
   
   

Day 7 Worksheet: Building Wholes

Directions: Draw to show how the parts below make one whole.

1. Draw two halves to make one whole.
   
   
   
   
   
   
   
   
   
   
   
   

2. Draw four quarters to make one whole.
   
   
   
   
   
   
   
   
   
   
   
   

Directions: Fill in the blank.

3. Two halves make _________ whole.

4. Four quarters make _________ whole.

5. If you have one piece of a sandwich that is a half, how many more halves do you need to have a whole sandwich?
   
   
   
   
   
   

Day 7 Cool-Down: Whole Picture

Draw a whole object. Then, show how it can be made of two halves OR four quarters. Label the parts!

Day 8 Script: Fraction Scavenger Hunt

Introduction (5 minutes)

"Good morning, [Student's Name]! Let's get our fraction brains ready with some quick questions for our Day 8 Warm-Up!"
_(Distribute the Day 8 Warm-Up. Ask questions like: "How many halves do we need to make a whole?" "What does the 4 in 1/4 mean?" "What is the one rule about parts in a fraction?" Discuss their answers.)
"Excellent! You're sharp as a tack with those fraction facts!"

Direct Instruction: The Great Fraction Hunt! (5 minutes)

"Today, we're going to do something super fun to practice everything we've learned! We're going on a Fraction Scavenger Hunt! I've hidden some fraction cards around our learning space. Some will have pictures, some will have numbers. Your job is to find them and tell me all about them!"
(Navigate to Day 8 Slide Deck Slide 2: "Fraction Scavenger Hunt!")
"For each card you find, you'll need to answer some questions: Is it a fraction? What fraction is it (if it is one)? Does it show a whole? And most importantly, why do you think so?"
_(Navigate through Slides 3-5, showing examples of cards and asking the student to practice answering the questions for each example. Emphasize the 'equal parts' rule.)

Guided Practice: Fraction Scavenger Hunt (15 minutes)

_(Give the student their Day 8 Activity sheet, which will serve as their recording sheet for the hunt.)
"Alright, here is your Fraction Scavenger Hunt sheet. As you find each card, you will describe it and answer the questions. We will go together, one card at a time. Are you ready to find some fractions? Let's go!"
_(Guide the student to find the first card. When found, have them describe the image/number, decide if it's a fraction, what fraction, etc., and record on the activity sheet. Repeat for several cards, providing support and prompting. Ensure a mix of whole, 1/2, 1/4, and non-examples are found and discussed.)
"You're doing an amazing job finding these fraction clues and figuring them out!"

Cool-Down: My Favorite Fraction (5 minutes)

(Distribute the Day 8 Cool-Down.)
"Wow, what a great fraction hunt! You found so many fractions and non-fractions! For our cool-down, I want you to draw your favorite fraction (either 1/2 or 1/4) and then tell me why it is a fraction. Why are the parts important?"
_(Allow time for the student to draw and explain. Briefly discuss their responses.)
"Fantastic work today, Fraction Detective! You really know your stuff. Tomorrow, we'll have another exciting lesson!"

Day 8 Warm-Up: Fast Fraction Facts!

Quick Questions:

1. How many halves make one whole?
   
   

2. What does the bottom number (the 4) in 1/4 tell us?
   
   

3. True or False: All parts of a fraction must be equal.
   
   

4. If I cut a pizza into 4 pieces, but they are all different sizes, can I say each piece is a quarter? Why or why not?
   
   
   

Day 8 Activity: Fraction Scavenger Hunt

Directions: Find the hidden fraction cards around the room! For each card you find, answer the questions below. Remember to look carefully at the parts!

Teacher Prep: Prepare 8-10 cards with the following:

• Image of a whole object (e.g., whole apple)
• Image of a shape divided into two equal parts (1 shaded) (e.g., circle 1/2)
• Image of a shape divided into four equal parts (1 shaded) (e.g., square 1/4)
• The written fraction "1/2"
• The written fraction "1/4"
• Image of a shape divided into two unequal parts
• Image of a shape divided into four unequal parts
• Image of a whole object, perhaps with a number 1 written on it.

Card 1:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Card 2:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Card 3:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Card 4:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Card 5:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Card 6:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Card 7:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Card 8:
What does the card show? (Draw or describe)



Is it a fraction? (Yes/No)

If yes, what fraction is it (1/2 or 1/4)?

If no, why not?

Day 8 Cool-Down: My Favorite Fraction

Draw your favorite fraction (either 1/2 or 1/4) below.
Then, explain why it is a fraction (think about equal parts!).

Why is it a fraction?

Day 9 Script: Comprehensive Fraction Review

Introduction (5 minutes)

"Good morning, [Student's Name]! Today is a big review day! We're going to put all our fraction knowledge together. For our Day 9 Warm-Up, I have some mixed-up questions for you. Let's see how many you remember!"
_(Distribute the Day 9 Warm-Up. Go through the questions, offering immediate feedback and clarification.)
"Wow, you're remembering so much about fractions!"

Direct Instruction: Fraction Fanatic Review! (10 minutes)

"Let's use our slides for a super-fast review of everything!"
(Navigate to Day 9 Slide Deck Slide 2: "Picture Power!")
"Look at these pictures quickly! For each one, tell me: Is it a fraction? If yes, what fraction? If no, why not?"
_(Go through the examples on the slide, ensuring the student identifies 1/2, 1/4, and non-examples, and explains their reasoning.)

(Navigate to Day 9 Slide Deck Slide 3: "Building Wholes!")
"Now, let's remember how we build wholes. How many halves do we need to make a whole? (Two). And how many quarters make a whole? (Four). Excellent!"
_(Use physical manipulatives to quickly demonstrate putting two halves and four quarters together to form a whole.)

(Navigate to Day 9 Slide Deck Slide 4: "Writing It Out!")
"And how do we write fractions? If I shade one part of two equal parts, I write 1/2. If I shade one part of four equal parts, I write 1/4. What does the top number tell us? (Parts we're looking at). And the bottom number? (Total equal parts). Super!"

Guided Practice: Show What You Know! (10 minutes)

"You've done a fantastic job reviewing! Now it's your turn to show me everything you know. Here's a blank paper. I want you to:

1. Draw a circle and divide it into two equal halves. Shade one half, and write the fraction.
2. Draw a square and divide it into four equal quarters. Shade one quarter, and write the fraction.
3. Draw a shape that tries to show 1/2, but has unequal parts. Put an X on it and tell me why it's not a fraction."
   _(Guide the student through these drawing and writing tasks. Provide praise and support where needed.)

"You're doing so well! Now, let's look at our Day 9 Worksheet. We'll do a few problems together to make sure you're ready for tomorrow. This worksheet has a mix of everything!"
_(Work through a selection of problems on the worksheet, focusing on areas the student found challenging during the earlier review or practice.)

Cool-Down: My Fraction Summary (5 minutes)

(Distribute the Day 9 Cool-Down.)
"You have worked incredibly hard today! For our cool-down, I want you to either draw or write three important things you've learned about fractions this week. What are three big ideas you'll remember?"
_(Allow time for the student to respond. Discuss their summary, affirming their learning.)
"Excellent job today! You've reviewed like a fraction champion. Tomorrow, we have our final fraction challenge to see everything you've mastered!"

Day 9 Warm-Up: Mix-Up Review!

Directions: Answer the questions below.

1. Draw a whole apple.
   
   
   

2. If a pizza is cut into two equal pieces, what is each piece called?
   
   

3. Write the fraction for one part of a shape divided into four equal parts:
   
   

4. Circle the picture that shows equal parts:
   (Image of a circle divided into two equal parts)
   (Image of a circle divided into two unequal parts)

5. How many quarters do you need to make one whole?
   
   

Day 9 Worksheet: Review Challenge

Directions: Read each question carefully and answer.

1. Draw a square. Divide it into two equal halves. Shade one half. Write the fraction.
   
   
   
   
   
   
   

2. Draw a rectangle. Divide it into four equal quarters. Shade one quarter. Write the fraction.
   
   
   
   
   
   
   

3. Look at this picture:
   (Image of a pie cut into two unequal pieces)
   Is this divided into halves? (Yes/No)
   Explain why:
   
   
   

4. How many halves are in one whole?
   
   

5. How many quarters are in one whole?
   
   

6. Write the fraction for one part of a shape divided into two equal parts:
   
   

7. Write the fraction for one part of a shape divided into four equal parts:
   
   

Challenge: Draw a whole picture. Show how you could get four quarters from it. Label your quarters.

Day 9 Cool-Down: My Fraction Ideas

What are three important things you've learned about fractions this week? You can draw pictures or write words!

Day 10 Script: Fractions Basics Quiz & Celebration

Introduction (5 minutes)

"Good morning, [Student's Name]! Today is a special day. It's a chance for you to show off everything you've learned about fractions over the past 9 days! To get us ready, let's do a quick Day 10 Warm-Up."
_(Distribute the Day 10 Warm-Up.)
"On this paper, I want you to quickly draw a shape, divide it into either halves or quarters, shade one part, and then write the fraction. This is just to get your brain ready!"
_(Allow time for drawing and writing. Briefly discuss their drawing and reinforce accuracy.)
"Excellent! You're already showing me how much you know!"

Direct Instruction: Quiz Introduction (5 minutes)

"Alright, let's talk about our final fraction challenge!"
(Navigate to Day 10 Slide Deck Slide 2: "Fraction Basics Quiz")
"Today, you'll be taking a short quiz called the Fractions Basics Quiz. It has different kinds of questions, just like all the activities we've done. You'll answer questions about wholes, halves, quarters, equal parts, and writing fractions like 1/2 and 1/4."
"This quiz is your chance to show me what you know all by yourself. It's not a trick, it's just a way for you to show how much your brain has grown!"
(Navigate to Day 10 Slide Deck Slide 3: "Do Your Best!")
"Remember to read each question carefully. If you need help reading a word, just ask me. Think about all the rules we learned, especially about equal parts! Take your time, think hard, and do your very best. I know you can do it!"

Independent Practice: Fractions Basics Quiz (15 minutes)

_(Distribute the Day 10 Quiz. Provide a quiet testing environment.)
"You can start now. Remember, if you need a question read aloud, just raise your hand quietly."
_(Observe the student as they work, providing encouragement if they seem stuck, but no direct answers. If the student finishes early, they can quietly review their answers.)
_(Once completed, collect the quiz.)

Cool-Down: Fraction Celebration! (5 minutes)

(Distribute the Day 10 Cool-Down.)
"You did it! You completed the Fractions Basics Quiz! Give yourself a pat on the back. That was a big accomplishment!"
(Navigate to Day 10 Slide Deck Slide 4: "You Did It!")
"For our cool-down, let's celebrate your amazing journey with fractions. On this paper, I want you to draw or write about something you are proud of learning in fractions, or something you found really fun!"
_(Allow time for reflection and drawing/writing. Discuss their responses with enthusiasm.)
"I am so proud of how much you've learned about fractions. You started by learning about wholes, then halves, then quarters, and now you can draw them, write them, and explain them! You are a fraction superstar!"

Day 10 Warm-Up: Ready for the Quiz!

Draw a shape below. Divide it into either halves or quarters.
Shade one part.
Then, write the fraction that shows the shaded part.

My fraction is:

Fractions Basics Quiz Answer Key

1. Which picture shows a whole?

• (Image of a whole pie)
  • Reasoning: A whole means one complete thing with nothing missing.

2. Which shape is divided into halves?

• (Image of a rectangle divided into two equal parts)
  • Reasoning: Halves mean two equal parts.

3. Which shape is divided into quarters?

• (Image of a square divided into four equal parts)
  • Reasoning: Quarters (fourths) mean four equal parts.

4. Draw a circle and divide it into two equal halves. Shade one half. Write the fraction for the shaded part.

• Expected Answer: Student draws a circle with a line down the middle, making two equal halves. One half should be shaded. The written fraction should be "1/2" or "1/2".
  • Reasoning: Demonstrates understanding of visual representation of 1/2 and correct notation.

5. Draw a square. Divide it into four equal quarters. Shade one quarter. Write the fraction for the shaded part.

• Expected Answer: Student draws a square divided into four equal parts (e.g., two lines crossing in the middle). One quarter should be shaded. The written fraction should be "1/4" or "1/4".
  • Reasoning: Demonstrates understanding of visual representation of 1/4 and correct notation.

6. Look at the picture. What fraction is shaded?

• (Image of a rectangle divided into 2 equal parts, 1 shaded) --> 1/2
  • Reasoning: The whole is divided into 2 equal parts, and 1 part is shaded, representing one-half.

7. Look at the picture. What fraction is shaded?

• (Image of a pizza divided into 4 equal slices, 1 shaded) --> 1/4
  • Reasoning: The whole is divided into 4 equal parts, and 1 part is shaded, representing one-fourth.

8. How many halves make one whole?

• Expected Answer: Two
  • Reasoning: Two equal halves are needed to compose one whole.

9. How many quarters make one whole?

• Expected Answer: Four
  • Reasoning: Four equal quarters are needed to compose one whole.

10. If a shape is divided into parts that are NOT equal, can it be called a fraction? Explain why or why not.

• Expected Answer: No, it cannot be called a fraction. Fractions must always have equal parts. If the parts are not the same size, it is not a fraction.
  • Reasoning: Demonstrates understanding of the fundamental rule of equal parts in fractions.

Day 10 Cool-Down: Fraction Celebration!

You finished our 10-day Fractions Fun! You learned so much!

Draw or write about something you are proud of learning in fractions, or something you found really fun!