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Subject

Math, Science & Technology

Description

This is a fractions math lesson designed as an introduction to fractions in third grade. The lesson is applicable to late second grade as preparation for third grade and also fourth grade as a review. The lesson explores equal shares, denominator, and numerator. There are many opportunities built in for interaction with the SMART Board and practice interacting with fractions.

Resource/Materials

fraction_shaded_portion.pdf
Fractions PDF File.pdf
Fractions.notebook
parts_of_a_whole.pdf
Fractions Assessment.pdf

Duration

3-5 days for about 50 minutes per session
Teacher should decide how long is appropriate for each day. For beginners on fractions it would be recommended to take even longer depending on the skill level of the class.

Learning Objectives

Students will be able to name fractions, identify parts of a whole, identify equal shares, and represent fractions visually.

Materials

SMART Board Setup, Internet Connection, Worksheets, Paper/Math Journal

Step-By-Step Procedure

The name of each slide is listed first with colons and then the procedure follows.

1. Vocabulary Page: Introduce the vocabulary words denominator and numerator. Students should be able to discuss the placement of these fraction parts.
2. Build a Fraction: Together students should try to put the fraction together so that the numerator is at the top of the page, then the line in the middle, and the denominator on the bottom.
3. BrainpopJr: This link requires a subscription to BrainpopJr.com. Click on the picture to go to the link and view this video. Be sure to use some of the support activities as well.
4. Split a Pizza: This interactive web activity will demonstrate equal shares. The students will be shown a whole pizza and kids sitting around the pizza. They have to tell you how many slices are needed to give each child an equal share.
5. Reading Fractions: Follow the page with your students being sure to explain further if needed. Be sure to explain the exceptions.
6. Practice Reading Fractions: Click on the top number box and then on the bottom number box. Have students think about how to say the fraction and then take turns reading them aloud.
7. One Half: Ask students how you can show one half visually. Use the eraser over the left rectangle and then move part of the box away to show half of the box shaded. Explain that this is how we show a fraction visually.
8. One Fourth: Follow the same process as the previous page.
9. Recognize Fractions: Click on the Fraction Circle to go to an interactive website which explains fractions. This will provide a review of the previous information and begin to expand upon it.
10. Fraction Story: Click on the picture to go to a website with an interactive story.
11. Build Fractions: Explain that a whole is equal to 1. Fractions are parts of a whole. Ask students to think how they can fill in the left side to make a whole. The colored shapes on the right are infinitely cloned. Have students draw different ways to make a whole with the shapes on the right. Finally, have students come to the board and demonstrate the process.
12. Candy Fractions 1: This may be done with actual chocolate bars in front of the students if desired or click the link to go to a web page where you can print paper candy bars. Follow the prompts on the page. If students are unable to see the 12 pieces of the candy bar, you can move each piece separately. Use the eraser to reveal the answers.
13. Candy Fractions 2: Unwrap the candy bar again. Ask students to think about how they can break their candy bars into 2 pieces. The candy bar is grouped so that it will only break into two equal pieces. Ask a student to demonstrate this on the board and then have all students break theirs in half the same way. To reveal the answer to the question drag the magnifying glass to the middle of the page.
14. Candy Fractions 3-5: Follow the same procedure as above.
15. Candy Fractions 6: Ask students to group the candy pieces together to make different fractions. Ask them to make a fraction and then write it on the board.
16. Step-by-Step Solving Fractions Page 18-20: Guide students through the questions. After each question, use the magic eraser to reveal the answer to the right of the question. The goal is for students to understand the step by step process of naming a fraction.
17. Make Your Own Fractions Page 21-22: Demonstrate by coloring in one or more parts of number one and then naming the fraction with the help of the class. Ask for volunteers to come and color in the remaining fractions and have each students write his or her answer. Follow up by asking students to draw their own fractions in their math journals or on a sheet of paper and name them.
18. Which Would You Rather Have: Ask students the question. Would they rather have one half of a dollar or one fourth of a dollar? Guide the discussion but do not reveal the correct answer.
19. Split the Dollar: On this page you will reveal the fraction parts with the eraser. Guide students to show halves and fourths then reveal. Which would they rather have now?
20. Fraction Flags: This is an online interactive game where students will need to color the flag a certain way according to the colors given. Demonstrate this by starting on only halves. There will be 24 blocks on the flag, so half of them need to be one color, while the other half should be the remaining color. See if students will find creative ways to make a half. Try the other options too.
21. Are these Parts Equal?: If students are struggling with the concept that two part can be equal even though they do not appear to be, show them this page. To reveal that they are indeed equal, rotate one of the shapes and place them together to create a whole.
22. Vocabulary Assessment: Students need to match the vocabulary words to the correct definition. Then press check. This is a self correcting activity. You would be able to use this as a center activity or have each student write the answers and then check together.

Assessment

-Vocabulary Assessment Page
-Attached Shaded Portions PDF File (Point Values up to teacher)
-Attached Parts of a Whole PDF File (Point Values up to teacher)
-Attached Fractions Assessment PDF File (Point Values up to teacher)

Related Academic Standards

New York State

NY-1.G.3 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.

NY-2.G.3 Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

NY-3.NF.1 Understand a unit fraction, 1/b, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction a/b as the quantity formed by a parts of size 1/b.

1.G.3 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.

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

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