ALEX Lesson Plan

Tangram Fractions

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  This lesson provided by:  
Author:Jessica Jeffers
System: Enterprise City
School: Hillcrest Elementary School
The event this resource created for:GEMS
  General Lesson Information  
Lesson Plan ID: 24062

Title:

Tangram Fractions

Overview/Annotation:

The teacher will engage the class by reading Grandfather Tang. Students will solve a tangram puzzle. Students will find the fractional value for each piece of the tangram. Students will create a picture using the pieces of the tangram. Students will find the fractional value of their partner's tangram picture.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.15 Compare fractions.
M.AAS.3.15a Use models to identify two equivalent fractions (limit to fourths and halves).
M.AAS.3.15b Recognize two equivalent fractions (limit to fourths and halves).
M.AAS.3.15c Use models of fourths and halves to make a whole.


Mathematics
MA2019 (2019)
Grade: 3
15. Explain equivalence and compare fractions by reasoning about their size using visual fraction models and number lines.

a. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.

b. Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.15 Compare fractions.
M.AAS.3.15a Use models to identify two equivalent fractions (limit to fourths and halves).
M.AAS.3.15b Recognize two equivalent fractions (limit to fourths and halves).
M.AAS.3.15c Use models of fourths and halves to make a whole.


Mathematics
MA2019 (2019)
Grade: 4
13. Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size.

a. Apply principles of fraction equivalence to recognize and generate equivalent fractions.

Example: a/b is equivalent to (n x a)/(nĂ— b).

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.13 Identify and compare models of a whole (1), one-half (1/2), one-third (1/3), and one fourth (1/4) using models, manipulatives, numbers lines, and a clock.


Mathematics
MA2019 (2019)
Grade: 4
15. Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

a. Decompose a fraction as a sum of unit fractions and as a sum of fractions with the same denominator in more than one way using area models, length models, and equations.

b. Add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction.

c. Solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction models, and equations to represent the problem.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.15 Model decomposing fractions having like denominators, using visual fraction models (limit to half and fourths).


Mathematics
MA2019 (2019)
Grade: 5
10. Add and subtract fractions and mixed numbers with unlike denominators, using fraction equivalence to calculate a sum or difference of fractions or mixed numbers with like denominators.

Local/National Standards:

Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers (NCTM National Standard 3rd - 5th grade).

Primary Learning Objective(s):

Students will be able to label fractional parts of the tangram.

Additional Learning Objective(s):

Students will be able to create a picture using tangram pieces. Students will be able to solve a tangram puzzle.

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

Tangram pieces, square puzzle, the book Grandfather Tang, paper, crayons

Technology Resources Needed:

LCD or Interactive WhiteBoard (optional)

Background/Preparation:

Students need to have a basic understanding of fractions.

  Procedures/Activities: 
1.)Read the book Grandfather Tang (this can be skipped if the book is unavaliable).

2.)Pass out the puzzle square and pieces of the tangram (see puzzle square document).
(Grandfather Tang's Animal Puzzle)
This site offers the tangram puzzle as a printable and also offers patterns of the animals built in the book.

3.)Place students randomly into pairs or groups and ask them to try and fit the pieces of the tangram into the square.

4.)Walk the room offering hints to groups that need help.

5.)Students can share with the class how they went about solving the problem using online manipulative tangram pieces.
(Tangrams NLVM)
This site allows students to manipulate pieces of the tangram.

6.)Display the completed tangram and ask students if this tangram represents the whole, what fractional value would each piece represent (see tangram solved document).

7.)Allow students time to work with their group to determine the value of each piece.

8.)Have groups share with the class the various approaches they used in order to determine the value of each piece.

9.)Allow students to use the pieces of the tangram to create their own picture by tracing the different pieces.

10.)Be sure to encourage students to use pieces more than once or even omit some of the pieces.

11.)Once students have completed their pictures, they should swap papers with a partner and figure out the fractional value of their partners picture.

12.)Remind students that the whole was the completed tangram square.

13.)Have students share with the group how they determined the value of their partners picture.


Attachments:
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  Assessment  

Assessment Strategies

Have students write and explain the strategy they used to determine the fractional value of their partner's picture.

Acceleration:

Students that have already aquired this skill can be challenged to create a picture that has a fractional value of exactly 2 1/16.

Intervention:

Students that need additional practice on this topic can be allowed the use of fraction strips.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.