`Fickled FractionsElizabeth Chambers             Keller Gifted Magnet Center                               3020 W. 108th St.                                Chicago IL 60655                               312-535-2636Objective:  (Grades 4-8)To review the ways in which fractions are made real in our worldTo show the relationship of cross multiplication and equivalent fractionsTo reinforce fraction skills Materials Needed:Measuring tape                  Construction paperPencil                          Equivalent fraction strips Crayons                         Ditto of a boy and girl dollRecommended Strategy:This lesson has been designed to enrich the students understanding of fractions after they have completed the study of fractions.  Now we will attempt to show that fractions indeed have a place in the real world. The students have learned to add, subtract, multiply, and divide fractions.  They also know how to:                   -change mixed numbers to improper fractions.                  -reduce fractions to lowest terms.                  -change fractions to a decimal; to a percent; to a ratio.                  -find the LCM and GCF.                  -solve or make equivalent fractions.The students will have a discussion about why fractions are so important and why students find understanding fractions so difficult.  How can we make fractions real to them?  Following the discussion, the students will do various activities:       -Label a doll that represents the students measurements.                   (students will add, subtract, multiply, divide, and reduce                    fractions using their body measurements.)                  -Use a calendar in order to do an activity that is a lead-in                    to cross multiplication and proportions.                  -Play an equivalent fraction game to reinforce problem                    solving techniques.Performance Assessment:   Students will set up a proportion in order to solve word problems.Multicultural Connections:  The proportion property was recognized by the early Hindus as an arithmetic rule.  In the Seventh Century it was called the rule of three and was stated in words in the style of the times.  Merchants regarded the rule highly and used it widely as a mechanical procedure without explanation.  Prior to the Nineteenth Century the ability to use the rule of three was a mark of mathematical literacy.  This explains cross multiplication and also how to find an unknown in solving proportions.  Ex. a/b = c/d   therefore   aKd = bKc `