Students will be able to identify and describe a 'whole' and 'parts' of a whole, laying the groundwork for understanding fractions and mixed numbers. Students will practice verbally expressing these concepts with manipulatives.
Understanding what a 'whole' is and how it can be divided into 'parts' is the fundamental building block for all fraction concepts. This lesson helps students develop this crucial early numeracy skill.
Kindergarten Students
30 minutes
Hands-on exploration with common objects and visual aids.
Whiteboard or Projector, Markers, Introduction to Fractions Slide Deck, Playdough (or construction paper shapes), Cookie cutters (if using playdough), Plastic knives or rulers (for dividing shapes), and Student Activity Worksheet (optional, for visual learners)
10 minutes
5 minutes
8 minutes
12 minutes
5 minutes
No credit card needed
It's all together, not cut yet!
Welcome students and introduce the exciting topic of fractions! Explain that today, we'll be thinking about 'wholes' and 'parts.'
It hasn't been cut into pieces.
Show a picture of a whole apple. Ask students to describe it. Guide them to use the word 'whole.'
It's not a whole anymore.
Now, show a picture of an apple cut in half. Introduce the idea of 'parts.' Ask: "What happened to our whole apple?"
It's all one piece, a whole bar.
Show an image of a whole chocolate bar. Reinforce the concept of 'whole.'
We broke it to share!
Show the chocolate bar broken into pieces. Ask students to identify them as 'parts.'
Get ready to explore!
Introduce the idea of making 'parts' with playdough. Explain that they will be doing this next.
"Good morning, everyone! Let's get our brains warmed up. Today, we're going to think about 'wholes.' Can you think of something in our classroom that is 'whole'? Like, all together, not in pieces? Raise your hand if you have an idea!"
(Listen to student responses, prompt if needed: "How about a whole book? A whole crayon? What makes it whole?")
"Great ideas! A whole apple, a whole cookie, a whole piece of paper! When something is all together, one complete thing, we call it a whole."
"Now, let's look at our screen. See this picture? What do you see?" (Display Slide 2: A Whole Apple)
"That's right, it's an apple! Is it a whole apple, or is it already cut into pieces?"
(Wait for responses, guide towards 'whole')
"It's a whole apple! It's one complete thing. But what happens if I get super hungry and take a bite, or if I want to share it with a friend?" (Transition to Slide 3: Parts of an Apple)
"Woah! What happened to our whole apple? Now what do you see?"
(Listen for 'pieces,' 'cut,' 'halves')
"Exactly! Now we see parts of an apple! It's not a whole anymore, it's been divided into pieces. We can have big parts or small parts."
(Continue with Slide 4: A Whole Treat! and Slide 5: Sharing the Treat: Parts! repeating the same questioning pattern to reinforce 'whole' and 'parts')
"You all did such a great job understanding wholes and parts with our pictures. Now, it's YOUR turn to make some! We're going to use playdough. Can you believe it?" (Show Slide 6: You Make Parts!)
"I'm going to give everyone some playdough. First, I want you to make a whole shape. It can be a circle, a square, or even just a big blob, as long as it's one whole piece!"
(Distribute playdough. Circulate and observe, reinforcing the term 'whole.' Allow 2-3 minutes for this.)
"Show me your beautiful wholes! Fantastic! Now, here's the fun part. I want you to take your plastic knife or ruler, and carefully cut your whole shape into two parts."
(Demonstrate with your own playdough. Emphasize making two distinct parts. Circulate and assist.)
"Look at what you've done! You've made two parts! How many parts do you have now?"
(Listen for 'two')
"Can you put your two parts back together to make a whole again? Try it!"
(Allow time for students to reassemble their wholes.)
"You did it! You made a whole, then parts, and then put them back to a whole! You are becoming playdough fraction experts! If time allows, you can try dividing your whole into four parts and discussing the number of parts.)*
"Alright, my little fraction explorers! It's almost time to clean up, but first, let's do one last quick check. With your playdough, can you show me a whole? Hold it up when you have it!"
(Observe students, provide quick affirmations.)
"Wonderful wholes! Now, can you show me a part of a whole?"
(Observe students, provide quick affirmations.)
"Excellent job today, everyone! You learned about wholes and parts, and you even made them with your own hands. Give yourselves a pat on the back!"
"Good morning, brilliant mathematicians! Let's get our brains ready for some super fun learning today.
Today, we're going to start thinking about something called a 'whole.'
Think about your favorite toy. Is it all in one piece, or is it broken into many little pieces?
If it's all together, one complete thing, we call it a whole!
Can you draw a picture of something you see in our classroom that is a whole? Something that's all together, not cut or broken."
(Provide space for drawing)
"Great job! Now, turn and tell your partner about your drawing. What is your 'whole' thing?"
"You all did such an amazing job today learning about 'wholes' and 'parts'! Let's do a quick check before we go.
Look at your playdough. Can you make one big whole piece?
Show your teacher your whole piece!
Now, carefully break your whole playdough piece into some parts.
How many parts did you make?
Show your teacher your parts!
What is one new thing you learned about 'wholes' or 'parts' today?
