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<ul><li><p>FUNNY & FABULOUS FRACTION STORIES</p><p>30 Reproducible Math Tales and ProblemsTo Reinforce Important Fraction Skills</p><p>by Dan Greenberg</p><p>New York Toronto London Auckland Sydney</p><p>S C H O L A S T I C</p><p>BPROFESSIONAL OOKS</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>Teachers may photocopy the designated reproducible pages for classroom use. No other part of this publication</p><p>may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any</p><p>means, electronic, mechanical, photocopying or otherwise, without written permission of the publisher. For infor-</p><p>mation regarding permission, write to Scholastic, 555 Broadway, New York, 10012.</p><p>Cover design by Jaime Lucero, Liza Charlesworth, and Vincent Ceci</p><p>Interior design by Robert Dominguez and Jaime Lucero for Grafica, Inc.</p><p>Illustrations by Jared Lee</p><p>ISBN 0-590-96576-X</p><p>Copyright 1996 by Dan Greenberg. All rights reserved. Printed in the U.S.A.</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>HOW TO USE THIS BOOK. . . . . . . . . . . 5</p><p>THE BASICSSkill 1: Picturing FractionsMartha Crunch, Personal Fractions Trainer . . . . . . . . . . . . . . . . . 9</p><p>Skill 2: Recognizing FractionsGreat Artists of the World Draw Fractions . . . . . . . . . . . . . . . . . . 11</p><p>Skill 3: Drawing and IdentifyingFractionsThe History of Fractions: A Play . . . . 13</p><p>Skill 4: Comparing FractionsDear Ms. Fraction . . . . . . . . . . . . . . . 16</p><p>Skill 5: Equivalent FractionsLouie Lewis, Fractional Private Eye . . 18</p><p>Skill 6: Introduction To Simplest FormMartha and Steve: Simplest Form. . . 20</p><p>Skill 7: Improper Fractions and MixedNumbersJoe Trella, Fraction Fella . . . . . . . . . . 22</p><p>Skill 8: Practice Simplest FormNever More, Baltimore! . . . . . . . . . . . 25</p><p>Skill ReviewUltra Workout 1 . . . . . . . . . . . . . . . . . 27</p><p>ADDING AND SUBTRACTING FRACTIONSSkill 9: Adding and SubtractingFractions with Like DenominatorsRex Ropers Believe It or Not! . . . . . . 28</p><p>Skill 10: Adding and Subtracting MixedNumbers with Like DenominatorsTexarkana Bernstein: The WorldsGreatest Adventurer and Her TrustyDog, Woovis (Episode 1) . . . . . . . . . . 31</p><p>Skill 11: Least Common DenominatorsOfficer Meg OMalley of the FractionPolice . . . . . . . . . . . . . . . . . . . . . . . . . 35</p><p>Skill 12: Adding and SubtractingFractions with Unlike DenominatorsMarthas Brain . . . . . . . . . . . . . . . . . . 38</p><p>Skill 13: Adding Mixed Numbers withUnlike DenominatorsTexarkana Bernstein: The WorldsGreatest Adventurer and Her TrustyDog, Woovis (Episode 2) . . . . . . . . . . . 40</p><p>Skill 14: Subtracting Mixed Numberswith Unlike DenominatorsBilly Doogan, Roving Weather Man . . 43</p><p>Skill ReviewUltra Workout, Too! . . . . . . . . . . . . . . 46</p><p>Contents</p><p>99999999999999999</p><p>continued on next page</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>MULTIPLYING AND DIVIDINGFRACTIONSSkill 15: Multiplying Fractions by WholeNumbersEmily Taproot, Fractional Poet . . . . . 47</p><p>Skill 16: Multiplying FractionsThe Frackie Awards . . . . . . . . . . . . . . 49</p><p>Skill 17: ReciprocalsEmily Taproots Winky-Tinky Tigglesworth . . . . . . . . . . . . . . . . . . . . 52</p><p>Skill 18: Dividing FractionsLouie Lewis: The Case of the Flipping Fractions . . . . . . . . . . . . . . . 54</p><p>Skill 19: Multiplying And Dividing MixedNumbersOfficer Meg OMalley: Episode 2 . . . . 56</p><p>Skill 20: Multiplying and Dividing MixedNumbersYucky Cooking with Mr. Pierre . . . . . 58</p><p>Skill 21: Multiplying and DividingFractionsMartha Crunch and Her AmazingFraction Workout Video . . . . . . . . . . . 60</p><p>Skill ReviewUltra Workout 3!. . . . . . . . . . . . . . . . . 62</p><p>USING FRACTIONSSkill 22: Multiplying ProbabilitiesThe Critics . . . . . . . . . . . . . . . . . . . . . 63</p><p>Skill 23: RatiosArnold Guck: Man or Myth? . . . . . . . 65</p><p>Skill 24: Equivalent Fractions andDecimalsEnid The Magnificent, Part 1. . . . . . . 68</p><p>Skill 25: Equivalent Fractions andDecimalsEnid the Magnificent, Part 2: Enid Does the Unthinkable . . . . . . . . 70</p><p>Skill 26: Fraction Number SenseName That Fraction . . . . . . . . . . . . . . 72</p><p>Skill 27: Multiplication, Division andAdditionMarthas Brain Game. . . . . . . . . . . . . 75</p><p>TEST 1: THE ULTIMATE FRACTIONWORKOUT, PART ONE . . . . . . . . . . . . 77</p><p>TEST 2: THE ULTIMATE FRACTIONWORKOUT, PART TWO . . . . . . . . . . . . 79</p><p>ANSWERS . . . . . . . . . . . . . . . . . . . . . . 82</p><p>Contents</p><p>99999999999999999</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>W elcome to Funny & FabulousFraction Stories!Fractions are a tricky topic. Neithercompletely concrete or abstract, theymark the transition in math fromthe purely representational to thepurely symbolic. Because of this,many students find fractions diffi-cult to learnand many teachersfind them difficult to teach.</p><p>This book seeks to make fractionsmore accessible to both studentsand teachers by introducing an ele-ment of fun. The stories, poems,plays, and parodies contained inthese pages are designed to enter-tain your students and at the sametime to give them a solid grasp ofimportant fractional concepts. Thecharacters and situations in eachactivity will also help students applythe concepts they learn to real-lifesituationsa key element of the</p><p>National Council of Teachers ofMathematics CurriculumStandards. </p><p>The stories in this book are intendedto appeal to all kinds of learners,including:</p><p> students at all achievement levels</p><p> students working with fractionsfor the first time</p><p> older students who need reviewand enrichment</p><p> students who find it difficult tovisualize and conceptualize frac-tions</p><p> students not easily motivated bytraditional textbooks</p><p> students who seek a connectionbetween their own lives andmathematical concepts</p><p>5</p><p>How To Use This Book</p><p>99999999999</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>THE ACTIVITIESThis book is divided into four sec-tions:</p><p> The Basics, which covers generalfractional concepts, from visualiz-ing fractions to expressing frac-tions in simplest form</p><p> Adding and SubtractingFractions</p><p> Multiplying and DividingFractions</p><p> Using Fractions, where studentsapply the fraction skills they havelearned to calculate probability,ratios, and decimals.</p><p>Sprinkled throughout the book are aseries of One Way to Do It tipboxes. Each suggests a strategywhich students may find helpful insolving the problems in that particu-lar activity. Students should not belimited to that specific solving strat-egy, however; if they prefer using amethod other than the one suggest-ed in the box, by all means encour-age them to try it.</p><p>To make selecting appropriate activi-ties an easier task, the table of con-tents lists the primary concepts cov-ered in each activity.</p><p>ASSESSMENTEach of the first three sections con-cludes with a Skill Workout thatreinforces concepts covered in thatsection. In addition, two tests appearat the end of the book.</p><p> Test No. 1 covers sections 1 and2, including basic fraction con-cepts and addition and subtrac-tion of fractions.</p><p> Test No. 2 covers sections 3 and4, including multiplication anddivision of fractions, reciprocals,ratios, and conversion of frac-tions to decimals.</p><p>THE SOLUTIONSAnnotated solutions to each of the27 activities, plus the workouts andtests, are located on pages 82 to 88.</p><p>6</p><p>9999999999999999999</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>7The stories in this book can be usedin a variety of ways.</p><p> You can use the activities as aframework from which toapproach fractions, or as a sup-plement to classroom activities.</p><p> You can work through the prob-lems in sequence, or reinforceskills as you see fit.</p><p> Students can work on the storiesindividually, in teams or groups,or as a class.</p><p> Stories can be assigned to stu-dents for independent self-pacedstudy.</p><p> Activities can be read as part ofan interdisciplinary program thatincludes storytelling, fantasy,humor, or literature.</p><p> The use of manipulatives is anexcellent way to reinforce theskills presented in this book. Foreven more enrichment, have stu-dents brainstorm other real-lifeapplications of the fraction con-cepts presented in each activity.</p><p> Encourage students to exploredifferent problem-solving meth-ods when working on an activity.In addition, remind them that thebest way to be sure theyve donea problem correctly is to checktheir work.</p><p> Many students find word prob-lems like the ones in this bookchallenging. Make sure studentscarefully read the problems andare able to state the questionbeing asked before they attemptto solve them.</p><p> Present the activities in uniqueways. If a story is written in dia-logue form, for example, assignroles to students and have themread it aloud. </p><p> Once students have shown anunderstanding of fractional con-cepts, allow them to use calcula-tors to solve some of the morechallenging word problems pre-sented in the book.</p><p>I hope this book helps you to motivateyour students to a greater understand-ing of fraction concepts. I know theyllhave a great time learning them!</p><p>Dan Greenberg</p><p>9999999999999999999</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>9Hi. Im Martha Crunch, your person-al fractions trainer. And this isSteve. Say hello, Steve.</p><p>Welcome tofractions, theMartha Crunchway.</p><p>You know whatreally gets me?People who thinkfractions are hard.Doing 250 jumpingjacks on a graveldrivewaybarefoot now thats hard.Compared to that,fractions are a PIECEOF CAKE.</p><p>So what doyou say? Areyou ready tolearn fractions...</p><p>...the Martha Crunch way?</p><p>Right now, Steve.</p><p>HERES A PRACTICE PROBLEM TO GET YOU GOING. </p><p>If you color in 3 of the boxes inthe bar above, what fraction of thewhole bar is colored in?</p><p>First color in 3 boxes. Like this:</p><p>To find out what fraction of thebar is colored in:</p><p>1. On the top,write the NUMBEROF BOXES YOUCOLORED IN.</p><p>2. Write theTOTAL NUMBER OF BOXES on thebottom.</p><p>of the bar is colored in!</p><p>1. Color 2 squares. What fractionis colored?</p><p>Write:</p></li><li><p>10</p><p>2. Color 1 section of the circle.What fraction is colored? </p><p>Write:</p></li><li><p>11</p><p>I paint fishes.Only fishes.Always fishes.People ask me,Pablo, why fish-es? I say tothem: Why notfishes? No onehas ever beenable to give me areason why not.Can you?</p><p>SKILL 2: Recognizing Fractions</p><p>Name</p><p>Great Artists of the WorldDraw Fractions</p><p>1. What fraction </p><p>of fishes is plain? ______</p><p>2. What fraction </p><p>is striped? ______</p><p>3. What fraction </p><p>has open mouths? ______</p><p>4. What fraction has </p><p>their mouths closed? ______</p><p>5. What fraction of the </p><p>pizza has only cheese? ______</p><p>6. What fraction of the </p><p>pizza has pepperoni? ______</p><p>7. Five slices represent what</p><p>fraction of the pizza? ______</p><p>8. Eight slices represent what</p><p>fraction of the pizza? ______</p><p>Five of the worlds great artistshave volunteered to explain howtheir most famous work relates tofractions.</p><p>9999999999999999</p><p>Fishes, Fishesby Pablo Pescado</p><p>Pablo Pescado:Look into the eyesof the youngwoman. They tell astory. It is a lovestory. It is a storyof a woman and apizza. She lovesthe pizza becauseit has extracheese. I hate tobrag. But to me,this is the mostbeautiful paintingin the world.</p><p>Mona Lisa with a Pizzaby Leonardo da Pepperoni</p><p>Leonardo daPepperoni:</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>12</p><p>9999999999999999999</p><p>9. What fraction of the </p><p>cows legs is colored? ______</p><p>10. What fraction of the </p><p>cows legs is white? ______</p><p>11. What fraction of the </p><p>fence is colored? ______</p><p>12. What fraction of the </p><p>fence is white? ______</p><p>13. What fraction of the </p><p>little men are holding </p><p>umbrellas? ______</p><p>14. What fraction of the </p><p>men are not holding </p><p>umbrellas? ______</p><p>15. What fraction of the little</p><p>men are wearing hats? ______</p><p>16. What fraction of the men </p><p>are not wearing hats? ______</p><p>In the desertwhere I live, oneoften comesacross a scenelike this. The skyis bright. The cowis lonely. Thefence is angry.How can you tell?It is picketing. </p><p>This painting wasinspired by a realexperience I had. Itstarted raininghard. First it rainedcats and dogs.Then it rainedshoes and socks.Finally, it rained lit-tle men. Some ofthem were wearinghats, and somewere holdingumbrellas.</p><p>The Sky, a Cow, a Fenceby Georgia OFourth </p><p>Little Men Holding Umbrellas</p><p>Falling Out of the Sky by Salvadore Golly</p><p>Georgia OFourth:</p><p>17. What fraction</p><p>of the pitcher is full? ______</p><p>18. What fraction of </p><p>the pitcher is empty? ______</p><p>19. What fraction of </p><p>the glass is full? ______</p><p>20. What fraction of </p><p>the glass is empty? ______</p><p>This is a picture of agirl with a bad hair-cut making lemon-ade. I call it Girl Witha Bad Haircut MakingLemonade. I tastedsome of the lemonadeafter I finished thepicture. It was deli-cious. P.S. The girlbetter get a new hair-cut. Girl With a Bad Haircut</p><p>Making Lemonade byDiane Rhombus </p><p>Diane Rhombus: </p><p>Salvadore Golly:</p><p>MORE: Draw your own artwork. When youre done,label all the fractions you can find on it. </p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>13</p><p>NARRATOR: No one knows for surewho discovered fractions. Butexperts suspect it had something todo with the invention of the cookie,back in the Stone Age.</p><p>STONE AGE MOM: Look, kids! Itsone of those newfangled cookiethings!</p><p>STONE AGE KID: I want it.</p><p>OTHER KID: No, I want it.</p><p>MOM: Now look what you did. Youbroke the cookie in two different-sized parts. Hmmthat gives me anidea. You take this part. And youtake this other part. (She gives apart to each kid.)</p><p>BOTH KIDS: Gee, thanks.</p><p>NARRATOR: Experts believe thismethod of dividing cookies was usedfor thousands of years. But as theIron Age dawned, kids began tosquabble over the size of the cookiepieces they got.</p><p>IRON AGE KID: His piece is biggerthan mine! </p><p>OTHER KID: No, hers is bigger!</p><p>IRON AGE KID: Hey, whats goingon in there?</p><p>IRON AGE MOM: (to Dad) Let meborrow your ax. (She cuts anothercookie into two equal pieces.)</p><p>DAD: What do you call this strangenew method of peacemaking?</p><p>MOM: I call them HALVES.</p><p>BOTH KIDS: Wow.</p><p>NARRATOR: And so it was discov-ered that two halves of somethinghad to be of equal size. (And so didthree thirds, and four quarters, andfive fifths.) Following this discovery,fractions flourished in the AncientWorld. True, there were those yearsduring the time of the Romans whenfractions were very difficult to writeand use.</p><p>ROMAN MOM: (shopping at Romanstore) Lets see...Id like a VIIIth of a</p><p>SKILL 3: Drawing and Identifying Fractions</p><p>Name</p><p>The History of Fractions:A Play in One Act </p><p>Written and Performed by the Students in Ms. Websters Class</p><p>9999999999999999</p><p>Funn</p><p>y & Fa</p><p>bulou</p><p>s Frac</p><p>tion S</p><p>tories</p><p> D</p><p>an G</p><p>reenb</p><p>erg, S</p><p>chola</p><p>stic T</p><p>each</p><p>ing R</p><p>esourc</p><p>es</p></li><li><p>14</p><p>pound of Roman Meal Bread.</p><p>ROMAN SHOPKEEPER: Oy. Theremust be a better way.</p><p>NARRATOR: Lets fast-forward to aMore Recent Age. Two inventors,Francine Numerator and La...</p></li></ul>

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