>> Good morning!

Happy Monday.

welcome.

I am so excited that you are tuning in this morning.

I love being a teacher.

I love it.

And it is so exciting to me that I have this opportunity to help students as learners grow that are from all over the state of New Jersey.

So thank you for tuning in.

Before we begin, I am going to ask that you grab some materials, but let me name the materials first, 'cause sometimes, we get really excited and we want to go grab everything first.

So let me share with you what the materials are for now, and then I will give you the opportunity and the time to go and get it.

So, what you're going to need for right now is a piece of paper and then markers, pencils, pens, whichever you have.

And then, if you have a dry-erase board and an Expo marker you may grab those, as well.

So, I'm going to count down from 10 and I'm gonna go down to zero, and this will be your chance to grab those items.

So, again, some paper, some markers, pens, pencils, crayons, Expo marker, and Expo board, if you have it.

So, here we go.

10, 9, 8, 7, 6, 5, 4, 3, 2, 1.

You're back.

So, with my students, sometimes, I like to say these sayings just to kind of get us ready to learn.

And one of them is -- I say "macaroni and cheese," and they say "everybody freeze."

So, let's practice that.

Macaroni and cheese.

"Everybody freeze."

This way, I know that you are ready to learn.

Another thing that I love to do in my class is "me too."

I enjoy telling stories, and my students also like to tell stories.

And sometimes, when someone is sharing a story, we can relate to it.

So, for example, I love vanilla ice cream.

If you like vanilla ice cream, you could go, "Me too."

So, it's your thumb pointing to yourself with your pinkie out.

"Me too."

Or I might say, "I love to watch football.

Love it."

So if you also like to watch football, you can do, "Me too."

Or if your favorite color is purple, you could say, "Me too."

So, as I tell stories throughout this lesson and you can relate, you can just quietly say, "Me too."

So, I'm going to get started with a story.

I have a sister.

And hopefully I'll get to show you a picture of her in a little bit.

And my sister and I, growing up, shared everything.

We would share secrets with each other.

We would share our clothes.

We would share our shoes, our jewelry, our CDs.

For those of you that, right now, are like, "What's a CD?

", it's what we would put our music on to listen to.

So, we shared everything.

During the summer, we would spend it at my nana's, and my nana lived near the beach.

And I love the beach.

That's why, behind me, you see a lot of beach decorations.

My kitchen is completely decorated as a beach theme, because I love the beach.

So, anyway, we would go to the beach, and my nana -- when we were growing up, she would tell us that we would need to make our bologna-and-cheese sandwich that we were going to share when we got to the beach.

So, my sister and I would get our bologna sandwich together, and it had to be bologna and cheese.

And we would make it.

So, this is an example.

This wasn't one that we made years ago.

And then we would have to cut it.

And we both knew that it was really important that, when we cut it, both parts were equal so that it was fair that we each had the same-size piece of sandwich.

Hmm.

So, right now, what I'd like you to do is -- I'd like you to take your finger and I would like you to show me how I should cut this so that my sister and I each have an equal part of the sandwich.

Go ahead.

Oh.

Okay.

So, I'm going to do one of the ways that you guys showed me.

So, I heard some of you say to cut it down the middle, straight down.

You took your finger and you went straight down.

So, now I have these two parts.

How do I check to make sure that they're equal parts?

If you can let me know... Oh.

Okay.

So, what I heard was I need to take one part and I need to take the other part and put it on top, and then I'm able to see that I have two equal parts.

Okay.

This goes into today's lesson.

We are going to be talking about fractions.

So can you echo me and say "fractions"?

Some of you have probably heard this word already.

Some of you or probably all of you have used fractions at some point in your life so far.

So, we're going to talk about two types of fractions -- fractions as parts of a whole and fractions as a group.

And I'm really, really excited to be able to teach this, because I really enjoy math, because I think you can find math everywhere.

In order to understand fractions as parts of a whole, it is really important to know that each part of the whole needs to be equal.

So, this was an example.

I want to now practice that.

I am going to give you a piece of bread.

Well, not give it to you, but show you a piece of bread.

And with this piece of bread, with your finger again, I want you to pretend like you're the one that's going to be cutting this and making two equal parts.

Two.

So, can you show me, with your finger, how we would make that cut?

However.

Okay.

So, I see that a lot of you are going like this... which is great.

I also am seeing that you're going like this.

But now can you kind of explain to me where?

So, if I cut this and I cut this, let's say, right here, because you're showing me like this, are the two parts going to be equal?

Probably not.

So, can we get more specific?

Where would you like me to cut it?

Oh.

So you would like me to cut it this way and you would like me to cut it in the middle.

So this would be vertically in the middle.

So, what about cutting it horizontally?

Which many of you said this way.

Where would you like me to cut it?

Huh.

In the middle.

So, I'm going to try that one.

So, I have two parts, and now we need to check and see.

And what you showed me or told me before was I should place them on top of each other to make sure that they are two equal parts.

So we have two equal parts here.

We were able to cut it horizontally, kind of like a hot dog, and we were able to have our two equal parts.

Now, some of you showed me a different way.

You did not go vertically and you do not go horizontally and down the middle.

You did it this way.

You took it and you went diagonally.

Now let's check to see if those two parts are equal.

And they are.

So what we're finding is -- when we want to make equal parts, sometimes, there's multiple ways of being able to do it.

So, this is what I would like you to do now.

I want you to practice.

So we're going to first do an activity with one of the pieces of paper, and then I'm going to post some things on your TV screen that you are going to help identify if you see equal parts or not.

So, really quickly, I just want to show you what equal parts doesn't look like.

So, I'm going to take a piece of bread real quick and I'm going to cut them in half.

And here are my two parts.

If I put them on top of each other, what we notice is -- one part does not equal the other part.

So this would be not equal parts.

So, now to go back to that paper.

Here is the paper.

And you are going to now fold it to make as many equal parts as you would like to make.

If you don't have paper, I am going to do this.

You also could take a napkin if you wanted -- If you had a napkin, you could try it with a napkin, as well.

It doesn't have to be paper.

So a napkin, if that's available to you, that is something that you could use.

So, I am going to start mine, and you can start yours.

I love what I am seeing right now.

Very good.

When you are done with it, you may take a marker, a pen, a pencil, and every time you see a fold, I'd like you to use your marker to draw a line.

I'm going to do it, as well, so that you can see the different parts of the whole.

So, if you take a look at mine, I made equal parts.

Now, they are equal parts.

However, you know, sometimes, us teachers -- our lines aren't as straight as we would like them to be, but they are equal parts.

If I cut this on every single line, I would be able to stack them on top of each other to identify the equal parts.

So, some of you may have done what I did.

Others of you maybe just folded it once and then opened it up and drew your line.

Others of you might have folded it twice to make four pieces.

Some of you may have even done more pieces than mine.

The most important part is that you have equal parts to the whole, our whole being the piece of paper -- or if you used something different.

We are now going to practice identifying shapes that have equal parts of a whole.

So, I'm going to be putting a shape up onto the screen.

And when I say "3," you're going to give me a thumbs-up if the shape has been broken up into equal parts.

If the shape has not been broken up into equal parts, when I say "3," you're gonna give me a thumbs-down.

So, let's take a look at the first shape.

We have a rectangle.

It's been broken up into four parts.

Are those parts equal?

1, 2, 3.

If you gave me a thumbs-up, then you are correct.

All four pieces are equal.

Now let's take a look at our next shape.

It's a heart.

And it's been broken up in two parts.

If you think that the parts are equal, on the count of 3, you're gonna give me a thumbs-up.

If you do not think that they are equal, you're going to give me a thumbs-down.

1, 2, 3.

So, this one is also a thumbs-up.

The two parts are equal.

We have a rectangle again.

It's been broken up into three parts.

You're gonna give me a thumbs-up if they are equal parts.

And if they are not equal parts, you are going to give me a thumbs-down.

1, 2, 3.

So, if you gave me a thumbs-down, you're correct.

The middle piece is bigger than the other two pieces.

Now what we're going to do is -- I'm going to put three different shapes that have been broken up into different parts on the screen.

You are going to share with me -- you can say it out loud when I get to 3 -- which shapes or shape have equal parts.

So, here they are.

So, think about which letter or letters you are going to shout out to me that highlight equal parts.

1, 2, 3.

I heard "A" and I heard "B."

So you are correct.

As you continue to grow in your learning and as you're doing fun things at home and when you get back to school, take a look around and see if you are able to break things into equal parts.

And you are going to identify it all over.

So, I asked one of my good-friend teachers, Mrs.

Skomial, to have her children do it.

So, what they did was -- they started with a glass of water.

And I asked -- or they decided -- to make sure that there were four glasses that were equal in the amount of water, blue water, that was put in them.

So, her two daughters worked together to make sure that, at the end, each glass of water had an equal amount from the original pitcher.

So, here is the pitcher.

And they took it and they divided it up equally into four parts of the whole, the whole being the entire pitcher, the parts being each glass of water.

I realize now that we should take a quick brain break.

This is my beautiful niece Zoey Grace.

She is 4 1/2 months old and she is the happiest baby with the most beautiful blue eyes.

Zoey would like to be a part of our first brain break.

So, she is going to ask you to find something with a specific feature.

And you can either point to it or you can walk and find it.

You can find multiple items.

It's really important, though, that we're not running around to find it.

We will give you some time.

So, Zoey first would like you to find something or more than one thing that is green.

Huh.

I wonder where she got the color green from.

Go ahead.

You can point.

You can go look for it.

I'm going to do the same thing.

You can now show us or point to the item or items that you found.

I found a green marker.

I also found a photo that's hanging on my wall that has a green background.

Now Zoey would like you to find something round.

So, now you can show us or point to the item or items that you found that was round.

I found a round cat toy that my cat loves to play with.

And, lastly, Zoey Grace would like you to find something that is soft.

Hmm.

This is a blanket that we put on Zoey when we take her for walks when it's cold out.

I think that's where she got the idea of finding something soft.

So now I'd like you to find something soft.

And now you can show us or point to the item or items that are soft.

I have a pillow here that is really, really soft and I also have a stuffed animal that is soft.

We really hope that you enjoyed playing with us and finding these different items before you move on to the next section.

Now that I feel like we have a really good understanding that fractions -- when we talk about it, they need to be broken up into equal parts.

I want to now talk about writing fractions as part of a whole.

So we're gonna go back to the story about my sister and myself loving being at the beach.

So, I promised you that I would give you a picture or show you a picture of my sister.

So, this is my sister and me at her wedding.

And we're going to go back to those bologna-and-cheese sandwiches.

So, here are the bologna-and-cheese sandwiches.

We each had a part.

When we want to talk about fractions, we could identify my fraction and her fraction of the sandwich.

So I want you to think, how many pieces did we break this sandwich up into?

If you said 2... you're correct.

How many pieces did I get?

I got 1, and she got 1.

So if we just wanted to talk about the fraction of the sandwich that I had, what we would do is we would identify first my part.

I had 1 part.

And then how many parts were there altogether?

There were 2.

We would say that this is a half.

I had a half of the sandwich.

I am sure that you have heard that term "half" before.

So to understand what that means, whenever you hear "half," it means the top is the part -- so it's 1 of the part, and out of the 2, which is the whole.

So I like to talk about terminology.

So, with math, there are math terms that we can use.

So, the top number -- whenever we talk about a part, that is the numerator.

So you can echo me and say "numerator."

Go ahead.

Great job.

And then, when we're talking about the whole, like here is the whole, and I broke it up into how many equal pieces total, that would be the denominator.

Can you echo me and say "denominator"?

Great.

So I try to remember numerator is on the top and denominator -- down -- is on the bottom -- down, denominator, "D," "D."

So, my bologna sandwich example -- I had half of it.

My sister had the other half.

So she had one part of the whole, and the whole was broken up into 2 equal parts.

So, I want to try another example.

So I'm gonna quickly right now draw picture with equal parts to it.

So my first thing that I'm going to ask you to do is I want you to think about how many equal parts do you see here?

Okay.

You can shout it out.

You can put your fingers.

Yeah, so 4 equal parts.

Now what I would like to do is I would like to color in one part of it.

So, if someone were to ask you, what is the fraction of the shaded area, what fraction of the circle is shaded in black?

So let's go back to our thinking.

The part is our numerator.

So what part is shaded in black?

It would be 1.

Now, our denominator down on the bottom is -- how many pieces altogether do we have?

So, let's count.

1, 2, 3, 4.

So we have 4 total pieces.

So we would write this as 1/4.

1/4 of the circle is shaded in black.

So let's try the next one.

I'm going to keep the same exact shape, but I'm just going to color in a couple more.

So you're going to notice that I kept the denominator the same.

Let's think about why.

Why did I keep the denominator the same?

So if you're thinking right now, and I think some of you sent it to me, it's because they're still 4 equal parts.

So our denominator over here is going to stay the same, however, what's changed is the number of shaded pieces.

So, how many shaded pieces do I have now?

I have 1, 2, 3.

So that is going to be our numerator.

So 3/4 of the circle are colored in black, or shaded in.

Now, I just want to quickly talk about one more thing that I think is important to know.

So I see here now the denominator stays the same.

We still have 4 equal parts.

The numerator is going to change.

And whenever the numerator and the denominator are the same, they're going to equal something.

Does anyone know what they equal?

Yes.

So, I heard some of you say, if I have 4 out of 4, that means that the whole thing, which equals 1 -- I don't know if you can see it there -- the whole thing is shaded in black, 4 out of 4 pieces, which equals 1.

So what we're going to do now is we are going to actually take what we did before when we took our piece of paper and we divide it up into equal parts.

And now we're going to use it again.

So we're going to take that piece of paper however you have divided it up -- so, this one was mine -- and you're going to shade in some of the pieces, okay?

So, you can use the crayons, the markers, the pencils -- whatever works for you.

I'm going to use purple -- since I did tell you before, that's my favorite color -- and I'm going to shade in some of my pieces.

So, remember, if you don't have, that is absolutely okay.

You are able to use what I am doing.

[ Marker scraping ] So, I quickly adjusted that, and I just want to give another second to those of you that might be finishing.

It doesn't have to be perfect.

It's a quick -- a quick, quick scribble.

So, if we take a look at mine here -- this is why mine looks like.

So we're going to talk about the fraction of shaded pieces.

So, the very first thing I want you to do -- and if you have another piece of paper, or if you have your dry-erase board and your Expo Marker, you can take that out, as well.

So, if you have it... So we're to talk about the shaded areas.

So I usually start with the denominator, the number that goes on the bottom.

For me, that's my way of working.

Others of you might want to start with the numerator.

So the denominator is how many pieces do we have altogether?

So what you are going to do now is you're going to count how many pieces your whole has.

So how many equal pieces altogether.

And you're gonna put that at the denominator.

Remember, the denominator is down.

It's on the bottom.

Now, what I'd like you to do is I'd like you to count how many pieces of the whole do you have that are shaded in.

And if you're doing mine, you can take a look here.

So that number is going to go on the top to make your fraction.

So let's take a look at mine.

Those of you that have yours written, that is great.

We're going to do this one first and then I want you to check and make sure that you have your numbers in the right spot.

So we take a look at mine.

I noticed that there were eight -- there were eight pieces, equal pieces.

And then when I went to count, I noticed that I had five of those eight pieces colored or shaded in.

So my fraction becomes five-eighths.

So five-eighths of this rectangle is shaded in purple.

So does everyone see that?

Five-eighths.

And we can check to make sure by counting.

So first we can do the numerator, which was on top.

One, two, three, four, five of those pieces.

And how many pieces do we have altogether?

One, two, three, four, five, six, seven, eight.

Okay, so that is one of the ways that you can practice using fractions.

Now, if five-eighths are shaded in, my question for you for mine is how many are not shaded in?

So if you thought three, you were correct, there are three.

Now we're gonna turn that into a fraction.

So remember, our denominator is going to stay exactly the same because we're still looking at the same part of a whole.

So it would be three-eighths are not shaded in.

So now what I'd like you to do is I'd like you to check your own work.

Is the number on top the number of shaded pieces that you shaded in?

Is the number on the bottom, or the denominator, the number of total pieces that make up the whole?

If yours does, then give me a whoo-hoo.

Now I'd like to do some practice.

Just like before, I'm going to put some pictures on the screen and you're going to identify the fraction of the shaded area.

I will say again, one, two, three, and you can say it.

You can also write it on a piece of paper or on your whiteboard.

So here is the first shape.

I want you to think about this shaded area.

That would be the numerator.

The denominator is how many pieces make up the whole.

So one, two, three.

If this is what you wrote or this is what you said, which is one-half, then you are correct.

We have one piece that is shaded in and there are two pieces altogether.

Here is our next shape.

So the numerator or the top number would be how many shaded pieces you see.

The denominator is how many pieces that you see altogether.

So on the count of three, I would like you to say it.

You also could have written it down.

One, two, three.

So if you wrote three-fourths, then you are correct.

We have three pieces that are shaded in blue and we have one, two, three, four pieces altogether.

Hey, here's our next one.

I'm going to give you a minute to take a look at this.

Think about how many pieces are shaded out of how many pieces altogether.

Okay.

You can write this down again and then you can say it.

One, two, three.

So if you wrote five-eighths, then you are correct.

We have one, two, three, four, five pieces shaded in and we have one, two, three, four, five, six, seven, eight total pieces.

And that would go in the denominator or on the bottom.

So five-eighths of the shape are shaded in.

Now, our next one is going to be a challenge.

What is the fraction for the missing piece?

So think about how many pieces would have been there.

And how much of that piece is missing?

One, two, three.

If you wrote down or said out loud one-fourth, you are correct.

So if we finished the circle here, that would make four parts.

One, two, three, four.

And we are missing one-fourth of the circle.

It is now time to take our next brain break.

And if you are anything like some of my students, we love to dance.

On Fridays, we have Friday dance.

So this brain break will include dancing.

I'm going to be putting different photos up on the screen.

Every single time a new photo pops up, you're gonna change your move.

So one photo will be up and you'll be dancing using one move and then the picture is gonna change and you're going to change your dance move.

So let's have some fun.

♪♪ >> ♪ Don't think about it ♪ ♪ Just move your body ♪ >> Okay, get ready.

>> ♪ Oh, oh, oh ♪ ♪ Just move those left feet ♪ ♪ Go ahead, get crazy ♪ >> Here we go.

Change your move.

>> ♪ Show the world you've got that fire ♪ ♪ Feel the rhythm getting louder ♪ ♪ Show the room what you can do ♪ ♪ Prove to them you got the moves ♪ ♪ I don't know about you ♪ ♪ But I feel better when I'm dancing, yeah, yeah ♪ >> Change it.

>> ♪ Yeah, yeah ♪ ♪ We can do this together ♪ ♪ Bet you feel better when you're dancing, yeah, yeah ♪ [ Vocalizing ] >> Change it.

>> ♪ And you slay that solo ♪ ♪ 'Cause you listen to the music ♪ ♪ Sing, oh, ey, oh ♪ ♪ 'Cause you're confident, babe ♪ ♪ And you make your hips sway ♪ ♪ We knew that you could do it ♪ ♪ Sing, oh, ey, oh ♪ ♪ Show the world you've got that fire ♪ ♪ Feel the rhythm getting louder ♪ >> Change it.

>> ♪ Show the room what you can do ♪ ♪ Prove to them you got the moves ♪ ♪ I don't know about you ♪ ♪ But I feel better when I'm dancing, yeah, yeah ♪ ♪ Better when I'm dancing, yeah, yeah ♪ ♪ And we can do this together ♪ >> Change it.

>> ♪ Yeah, yeah ♪ [ Vocalizing ] [ Vocalizing ] ♪ Oh, ey, oh ♪ ♪ Oh, ey, oh ♪ ♪ I feel better when I'm dancing ♪ ♪ I'm better when I'm dancing, hey ♪ ♪ Oh, ey, oh ♪ ♪ Feel better when I'm dancing, yeah, yeah ♪ ♪ Better when I'm dancing, yeah, yeah ♪ >> And change it.

>> ♪ And we can do this together ♪ ♪ I bet you feel better when you're dancing, yeah, yeah ♪ [ Vocalizing ] [ Vocalizing ] ♪ I feel better when I'm dancing ♪ ♪ I'm better when I'm dancing, hey ♪ ♪ Feel better when I'm ♪ ♪ Yeah, yeah ♪ >> Now that we had a quick brain break, we're going to do the last piece of today's lesson, which is looking at fractions of a group.

So what I have here right now is I have some fruit right here.

And I could write a fraction of how many pieces of fruit are apple and how many pieces of fruit are banana.

So just like when we talk about part of a whole, we talk about part of a group, we first want to see how many we have altogether in the group.

So I'm going to count and you can count with me how many pieces of fruit we have.

So I have one, two, three, four, five, six, seven.

So I have seven pieces of fruit.

That is my whole group.

So just like when we're talking about pieces of a whole in parts making up a whole, we would put that as the denominator.

Same exact place.

So because I already forgot, we have one, two, three, four, five, six, seven pieces of fruit altogether.

That's going to be our denominator.

So my first question is, what is the fraction of pieces of fruit that are apples?

So we'll count that again.

One, two, three, four.

So I could say four-sevenths of the pieces of fruit are apples.

I then can do the same exact thing for the bananas.

So I have one, I have two, and I have three.

So the denominator, is that going to stay the same?

Or is it going to change?

That number on the bottom.

Go ahead, you can shout it out or you can send it to my brain.

Yeah.

So it's going to stay the same.

We're still talking about the same seven pieces of fruit.

But now our numerator is going to share with us the bananas.

So three-sevenths of our pieces of fruit are bananas.

Now, I could ask you this question.

What's the fraction of pieces of fruit in this group?

So the number on the bottom is saying the scene.

The number on top is going to become seven.

So seven-sevenths of this whole group are pieces of fruit.

So the entire thing is seven-sevenths, which is all these pieces of fruit.

Okay, so this is what we're going to do now.

So I collected fruit.

And again, this is something that you don't have to do, because I am going to do one right here.

But I thought I'd give you a couple of minutes to gather items.

So you might have different-colored Legos or you might have Froot Loops that are different colors or Goldfish that are different colors.

Or you might have pens and pencils that you can make a group.

And I'm going to count to three again.

So let me go through all the directions and then I'll give you time.

You are going to just go find a handful of something.

So it might even be a handful of coins that some are quarters, some are nickels, some are dimes.

And they need to be different in some way.

So whether it be different colors, you could even get real creative and do different shapes.

You can do pens versus pencils, whatever you can find that's a handful, a small handful that you can find in about let's say 30 seconds.

So I'm going to say go and I'm going to let you go find it.

I'm actually going to go find mine as well and come back.

And then what we're going to do is we're going to start to talk about what you have as well as what I have.

So ready?

Go.

Oh, these look good.

So I'm going to give you a little bit more time because I know some of our friends are still looking for some items.

So while we're waiting, let me just show you a picture.

So I know that before, Zoey was a part of our brain break.

So this is her newborn photo that I'd love to share with you.

Okay, so I'm thinking that most of our friends are back with some of their items.

So I have different-colored Goldfish.

That's what I decided to go with.

So what you're going to do is you're going to spread out wherever you've decided to bring to the table.

And if you didn't, I have my Goldfish that are in front of me.

So right now, if let's say you decided to get some coins, if you wanted to put them in, like the different dimes, the quarters, the nickels, the pennies.

If you have pens and pencils, you can kind of sort them if you want.

If you're going by let's say maybe you got some objects that are hard, others are soft.

Maybe some that were circular.

Some are square and triangular.

However you're going to divide yours up.

I am going to be going by color of the Goldfish.

So I recommend just doing a small number.

Now, this is something that when we're done with this lesson, you can go back and do as many different fractions as you want.

But this is just to have an understanding that you can make fractions of a group.

So I have a group of Goldfish here.

And I have red, I have green, and I have orange.

So I'm going to start to sort mine.

So that gives you some time to sort as well.

I love Goldfish.

I don't know if any of you like Goldfish, but I do love Goldfish.

Okay, so I have my Goldfish here.

So what I want you to do is I want you to determine what your denominator is going to be first.

So for those of you that are working with me on mine, I'm going to count for you how many Goldfish there are.

So we have 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

So there are 10 Goldfish.

So for me, that's going to be my denominator.

Just like we did with the fruit.

So how many in total?

So now what you're going to do as you're going to create a fraction of something that has to do with whatever you collected.

So I just counted 10.

And you can share with me and you can write on your whiteboard or a piece of paper.

You can shout out to me what your denominator is.

So we have some people that have 7 on the bottom, some have 5, some have 12.

And that's how many you have altogether.

So now I'm going to ask a question of my Goldfish and you're going to ask a question about whatever you've kind of put together.

So my question is, what's the fraction of Goldfish that are red?

So what I'm going to do is I'm going to count my Goldfish.

So I have two Goldfish that are red.

So I could say two-tenths of my Goldfish are red.

So what's a fraction that you could say and you're going to see that out loud?

So I heard somebody said that three-fifths of their coins are quarters.

That means three out of the five coins that they have are quarters.

Somebody else said that they got some of their Legos and they had 12 altogether, and four-twelfths of their Legos were green.

So now I want you to do one more.

So I'm going to count how many of the yellow Goldfish I have.

So I have one, two, three, four, five.

So I could say five-tenths of my Goldfish are yellow.

So what else could you say about the group of materials that you have in front of you?

Great.

So this is just some of the examples of how you can use fractions as part of a group and identifying it using fractions.

Just like we did before, we are now going to practice what we just learned.

So I love sports.

I love baseball.

I actually am a middle-school softball coach.

And I also love to watch soccer.

My sister just recently surprised me for my birthday and took me to a U.S.

Women's Soccer game at Red Bull Arena.

It was so much fun.

It was a perfect day.

What I would like you to do now is I would like you to answer some questions about these balls.

What fraction of the group are baseballs?

I want you to think.

Our numerator is how many baseballs you see.

And the denominator is how many balls you see altogether.

So you can shout out.

One, two, three.

Three-fifths.

So three-fifths of the balls that you see up here are baseballs.

So our next question is what fraction of the group are soccer balls?

One, two, three.

Great job.

Two-fifths are soccer balls.

We're going to take a look at another group.

The first question I want to ask you -- What fraction of the group is green?

One, two, three.

If you said three-ninths, then you are correct.

So the numerator is three because we can see here one, two, three green circles.

Now think, why is the denominator nine?

You are correct.

There are one, two, three, four, five, six, seven, eight, nine circles altogether.

That would be our denominator.

My next question is what fraction of the group is black?

One, two, three.

The answer is four-ninths.

Both of them have a denominator of nine.

Why are the denominators here the same?

Wonderful.

It's because we're taking a look at the same exact group.

That's why the denominators are the same.

I cannot believe that our time is slowly coming to an end.

I've had so much fun, and I really hope that you did too.

I also hope that you learned something.

And as you continue your learning at home, while you're in the car, when you're at school, I want you to take a look at different items and I want you to see if you can divide them up into equal parts.

I also want you to take a look at a group and see if you can identify a fraction of the group as having one thing or another.

Just sitting here right now, I see that my welcome sign is broken up into two parts, two parts and one-half of them says welcome on it.

So you can look at your TV and kind of in your brain think about how could you divide that up evenly.

You can also look at a group of items and say, what's the fraction of this?

Or that you really could look everywhere.

Look at a clock.

Anything, anything, anything.

And say, "Can I break this up into equal parts?

How could I break it up?

Look at this group of items.

Ooh, I love pizza.

The pizza is broken up into eight equal parts.

Four-eighths of them have pepperoni.

The other four-eighths are plain."

So it's so important to continue to practice this and to look at items all around you.

To leave, I'm going to ask that you create some type of picture, and within your picture, I want it to have fractions.

The fractions should be part of a group and a part of the whole.

I'm going to start to draw.

And I always tell my students I am not the best of drawers, but I try my best.

So it's really important when you see my photo that you also realize that I am trying as best as I can.

And it is the best that I can do when it comes to drawing.

As I begin to draw, you can also start to formulate the picture that you might want to draw.

What kind of fractions you might want to show.

Because ideally you want to be able to talk to somebody about what you did and the fractions that are in your picture.

You may begin.

And I'm going to start mine.

♪ Doo doo doo doo doo ♪ When I draw a lot, I like to hum.

So ♪ doo doo doo doo doo doo ♪ So right now, just so you can see, I'm starting to draw some flowers.

That's the picture that I'm going to have.

And then I'll be able to explain to you what I did.

Yours doesn't have to be flowers.

Yours can be whatever you want it to be.

This is just what I am thinking about right now, because it's springtime.

I'm just doing like a quick draw so that you can kind of get an idea of what I mean.

Okay, so I'm going to show you this really quickly.

And when you're done with your picture, you are going to talk to somebody about it.

And it could be a stuffed animal.

It could be a family member.

It could be a friend that you could call.

It could be your teacher.

When you get back to school and you're going to talk to them about the different fractions that you see.

I'm going to pretend like you're my person.

So, hi, person.

How are you?

This is a photo or a picture that I drew that I'd like to talk to you about.

I have here three flowers.

Two-thirds of my flowers are red.

And if I take a look here, this flower, I could say that two-fourths of the petals on this flower here are purple and two-fourths of my other petals are orange.

I can also take a look at my sun.

My sun -- two-fourths are yellow and the other two-fourths are orange.

I also could take a look at my birds.

I have 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 birds.

One, two, three, four, five, six.

Six-twelfths of my birds are red, which means that six-twelfths of my other birds are blue.

So that's just a quick example of something that you could do with your picture when you are done doing it.

I know some of you have started, some of you might do it later, and it really is just another way to help you understand fractions.

So, again, thank you so much for tuning in.

I had so much fun.

I hope you had so much fun.

I really hope that you can get to a picture.

I hope that you can look around and see some of the things that you could break up into equal parts.

I hope that you can make groups.

Maybe when you're helping cook something, you would be able to talk about how you're breaking up let's say brownies into equal parts and how many parts you eat out of how many parts there are altogether.

So, again, thank you so much for tuning in.

Have a great rest of the day.

And bye for now.