With all the designs complete, today my 5th grade advanced students had the opportunity to discuss their designs and prove that they work. Evident in their designs was that the size of the whole was different from student to student. While one design was a rectangular array with 16 squares another had 8 and another 36. The varied size of the whole led seamlessly into a discussion of equivalent fractions. For example, if one-fourth of the design must be red, and there are four boxes in the design, one must be red. Designs with 16 squares, therefore would have to have 4 red squares and designs with 36 would need to have 9. As students made their observations, each was recorded alongside the design card. The conversation also proved that certain designs did not work and needed to be altered to fit the criteria.
(I’m almost caught up on my blog. This post is from January 28!)