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This lesson provided by:
Author: Melissa Webb-Walton
System:Tuscaloosa County
School:Northport Elementary School
Lesson Plan ID: 26357
Title:

I Want My Half- An Interactive Lesson Introducing Fractions

Overview/Annotation:

In this lesson, the children will identify parts of a whole using modeling clay, participate in an interactive web lesson, participate in an interactive web game, and construct a fraction poster. The activities are used as instructional plans to help students better understand shapes and parts of a shape up to a whole.

This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.

Content Standard(s):
ELA(1) 3. Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs.
ELA(1) 12. Collect information from print and nonprint resources to investigate a teacher- or student-selected topic.
MA2013(1) 21. Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1-G3]
ELA2013(1) 29. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). [W.1.7]
ELA2013(1) 40. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]
Local/National Standards:

Alabama Course of Study MA2009 (5) Identify parts of a whole with two, three, or four equal parts.

NCTM Numbers and Operations (K-2): Understand numbers, ways of representing numbers, relationships among numbers, and number systems - understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

 

Primary Learning Objective(s):

Students will identify equal parts of a whole.
Students will divide shapes into equal parts.

Students will create shapes showing equal parts.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

Eating Fractions, by Bruce McMillan

Red, yellow, and brown modeling clay for each pair of students

Plastic knife for each pair of students

3 plastic zip close bags for each pair of students

Fraction recording sheet for each student

Scissors

Construction paper shape cut outs (Each student will need a variety of shapes-circles, squares, triangles, rectangles to cut into the different fractions.)

Large sheet of construction paper for each child

Technology Resources Needed:

Computer with Internet acccess

Projector connected to computer

I Want My Half Interactive Web Lesson

Cross The River Interactive Web Game

Fractions Interactive Web Game

Background/Preparation:

Prior to the lesson, roll the yellow modeling clay into a cylinder shape. It will resemble an ear of corn. Place the yellow modeling clay in separate zip close bags for each pair of students. Roll the brown modeling clay into a pie or circle shape. It should resemble a muffin. Place the brown modeling clay in separate zip close bags for each pair of students. Roll the red modeling clay into a pie or circle shape. It should resemble a pie. Place the red modeling clay in separate zip close bags for each pair of students.

Assign students a heterogenous discussion partner that they will sit with during the engage portion of the lesson. Have students return to their desks during the explore part of the lesson. It might be helpful to have them continue working with their partner.

The book, Eating Fractions, shows different food cut into fractions. For example, it shows an ear of corn cut in half.

Students will place their fraction recording sheet and their fraction poster in their math journals.

 

 

Procedures/Activities:

Engage

Step 1:  Explain to the students that you have one sandwich, but you want to share it with a friend.  Ask the students if they can figure out a way to share your sandwich with your friend and both of you have equal parts.  Have students turn and talk with a partner to help you solve your problem.  Give students time to discuss.  Select a pair of students to share with the rest of the class.

Step 2: Explain to students that during this lesson they will learn to identify parts of a whole with two, three, or four equal parts.

Step 3: Read Eating Fractions, by Bruce McMillan. Stop on each page and discuss with students what the picture shows.

Explore

Step 1: Hand out the bags of clay and plastic knife.  Have students locate the bag with the yellow modeling clay.  They will work with their partner to discover a way to cut the yellow modeling clay role into two equal parts.  The teacher will walk around the room and observe the students working cooperatively.  The teacher will also observe each group dividing the clay shape into half (see assessment rubric, Identifying Fractions).  Once the teacher has observed the students successfully dividing the shape into half, the teacher will have the students journal their answer by drawing a picture of their answer on the fraction recording sheet.  Then the teacher will challenge the students to find another way to cut the shape into two equal parts.  Give students time to explore the different ways they can divide the shape into 2 equal parts.

**Have a copy of the book Eating Fractions for students to refer to if they are having a problem.**

Step 2.  Repeat the same procedure with the brown modeling  clay.  This time the students are dividing the shape into three equal parts.  Remind the students to journal their answer.  Once again, challenge the students to figure out a different way to divide the shape into 3 equal parts.

Step 3: Repeat the same procedure with the red modeling clay.  This time the students are dividing the shape into four equal parts.  Remind the students to journal their answer.  Once again, challenge the students to figure out a different way to divide the shape into 4 equal parts.

Explain 

Step 1:  Have students meet back as a whole group.  Ask students if the pictures they drew reminded them of any they saw in the book Eating Fractions.  Show the students the pictures from the book and discuss how each picture is divided into equal parts.  Have selective students demonstrate how they divided their modeling clay into halves, thirds, and fourths.  Encourage students to use the fraction vocabulary in their descriptions.

Step 2:  Watch I Want My Half.  Choose different students to complete the interactive activities within the lesson.

 

Extend As an extension activity, the students will make a fraction poster.  They will label the large sheet of construction paper with 1/2, 1/3, 1/4.  They will take the construction paper shapes and cut them into halves, thirds, and fourths and glue them under the correct label.

As an extension activity, the students will complete the interactive game, Cross The River.

Evaluate

As the students are completing the activities, teacher will use the Identifying Fractions rubric to assess student understanding of fraction identification.

 


Attachments:**Some files will display in a new window. Others will prompt you to download. IdentifyingFractionsRubric.xls
FractionRecordingSheet.xls
Assessment Strategies:

As the students are completing the activities, teacher will use the Identifying Fractions rubric (attached) to assess student understanding of fraction identification.

Extension:

 

 

 

Remediation:

For students who need extra practice identifying fractions or those who have problems cutting the shapes into equal parts, have them work through the interactive web game Fractions.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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