TM
MATH MODULE
Bits&Pieces/Fractions 
Fraction City – Grades 6  8 Adapted from Teachnet.com, Fraction City by Dr. Mavis Kelley, retrieved 06.03.02 http://www.teachnet.com/lesson/math/fractioncity.html 
Mathematical Idea: Students will be able to calculate and compare distances by adding, subtracting, multiplying and dividing fractions. 
Prior knowledge needed: Students should have basic map knowledge and be able to manipulate fractions with all four operations. 
Standards addressed: Standard 1  Benchmark 2  The student uses numerical, computational concepts and procedures in a variety of situations. 
Activity: Part 1: Using the teacher transparency, model and explain street layout with basic explanation of fractions. Do guided practice questions measuring distances on the overhead city. Part 2: Place students in groups of 2 or 3, distribute a Fraction City map that only contains the streets. Pass out scissors, glue and an icon sheet to each group. Students are to cut out icons and create their own city by gluing the icons on the map. Each group is to name their city and write it at the top of their map. Part 3: Distribute worksheet 1 to each group. Students are to answer the questions using their newly developed city and then create questions that pertain to their city. After creating an answer key, groups will exchange maps and questions. Journal writing: What part of the city project did you enjoy the most? What part was the most difficult? What would you suggest that I change to improve the city? If a relative were coming in from out of town, how would you direct him to your house? Please write out street distances and directions as well as other important information. 
Connection to other grades: This will build on the continuum of concepts and procedures of computation used in fifth grade concerning addition, subtraction, multiplication, and division of fractions. This will continue building on these skills while using problem solving with maps and distances. 
Vocabulary: Fractions, mixed fractions, improper fractions, numerator, denominator, common denominator, common factor, multiples, factors, sum, difference, quotient, product, rational numbers 
Metacognitive reflection: How is mathematical idea made explicit? The student will recognize and understand that fractions are rational numbers useful in solving real world problems. Students will be able to perform various computational procedures and explain how they were used. Fraction City allows the students opportunities to practice fraction computations in real world situation. 
Worksheet 1 Name ___________________________________ Date ____________________ Hour ________ Fraction City Maps Directions: Complete the worksheet using your city map. Do not include unit lengths and be sure to show all work. Write equations when appropriate. 1. Write all equivalent fractions for ½ using First to Twelfth Streets on your map. ½=_ _, , , , 2. If you are traveling from the grocery store to school, and then to home, how far would you travel? Grocery store to school __________ School to home ___________ Total distance ___________ 3. How much farther is it from the home to the office buildings than from home to school? Home to office buildings ________ Home to school _________ Difference _________ 4. When you walk from school to the restaurants and back for lunch, how far have you walked? _______ How far would you have traveled if you did it everyday during a school week? ________________ _________________________________________________________________________________
5. If you have already traveled 5/8 of the way from the gas station to the grocery store, how far have you traveled ? _________________ How much farther do you have to go? _______________________ 6. The city has decided to subdivide each section of Third Street into four equal parts. How many new sections will Third Street now contain? _________________________________ What should they rename the street? ____________________________________

Attachments Fraction City Legend Streets map1 map2 
TEAM:
K2 
35 
68 
Investigators:
Mara Alagic,
Department of Curriculum
and Instruction, Wichita State University
John Hutchinson, Department of
Mathematics and Statistics , Wichita State University
Mary
Krehbiel, Wichita Public Schools
Updated April 2002 Maintained by: Mara Alagic
Mathematics Education
Curriculum & Instruction Department
Wichita State University
Wichita, Kansas 672600028