Lesson Plan 2

Activity Title:	Water Fun With Fractions Grade Level: 4
Rationale:	Students will use and encounter fractions in their everyday lives. This lesson will reinforce the concept of fractions and fractional vocabulary such as denominator/numerator. As students will have had previous encounters with adding fractions, this lesson will further develop these strengths by providing a concrete conception of adding fractions with like denominators by using everyday real life material found in their own homes. This lesson will demonstrate the need for knowing how to add fractions with like denominators. This lesson will further demonstrate the conceptual understanding of fractions being part of a whole.
Goals:	Students will apply knowledge and number sense including numeration and operations. Students will investigate, report, represent, and solve problems using number facts and their properties by solving one and two step problems involving fractions.
Objective:	Students will identify fractions at the symbolic level and add fractions with like denominators by using models to increase this understanding.
Readiness/Pre-assessment:	Students should know how to add, subtract, multiply, and divide. Also should understand the concept of “equal.” We have been working on these concepts since the beginning of the year, and I know most students have adequate skills in these areas. Students should have encountered fractional vocabulary in third and fourth grades. Their fractional encounters should also have been with the concepts of adding and subtracting fractions with like denominators and being able to describe relationships of parts to whole. Students will be even more familiar with the above concepts as we will have completed one activity designed to create a visual conception of fractions.
Materials and equipment needed:	Large steel bowls which can be acquired in school cafeteria, 6 to 7 sets of measuring cups containing cups from 1/8 up to 1 cup, 6 to 7 sets of measuring spoons from 1/8 up to 1 tablespoon. Plastic tablecloths and newspapers for coverings on the tables.
Introduction:	Have huge bowls of water sitting on the various groups of tables within the room surrounded by measuring cups and spoons. Tell the students that today is a day for them to become detectives! Each group will be trying to find out how many of each measuring cup will it take to make one whole cup and how many of each measuring spoon it will take to make one tablespoon. Each group that solves the problems will actually be doing some real life cooking later on in the week. However, issue the challenge to see which group can keep the driest as this group gets to eat what is cooked!!
Instruction:	Have the students divide into groups of four. Explain to the students that each pair will be given a set of measuring cups and spoons. Have each group choose a leader to begin the first problem to be solved by the detectives. Model the first problem to be solved by having the group choose the 1/3 cup for instance. Ask the students how many cups of water do they think will it take to fill the one cup measuring cup. When answers are given asked the students to explain why they think their answer is correct. This will introduce the concept of 1/3 being a fraction part of one whole. Ask questions why you would say 1/3 is only a part of a fractional whole. Ask how the students arrived at the answer that it will take 3-1/3 cups to fill the one cup measuring cup. Then have each group to explore the rest of the measuring cups. Have them use each cup to see if they notice a pattern developing. Also, have the groups explore the same concepts modeled above to see what they can “detect” about the measuring spoons. Then you could have the group discuss the various patterns that they recognized such as 1/8 will take 8 to make one whole, etc. Let the group discuss the fractions they discovered and let them demonstrate to the whole group. Then you could introduce the phase (if not discovered or introduced by students) “So, if you added together 8-1/8’s you will get one whole....hmmmm...what about 1/4’s or 1/2’s? This lesson could be extended to become semi-concrete by drawing a picture of the measuring cups or spoons on the board and showing that it would take 4-1/4 measuring cups or spoons to make one whole. Each measuring cup or spoon could be drawn to demonstrate how many it would take for each to make one whole. I could further extend the conceptual understanding by having 1/4 measuring cup drawn with two more 1/4 cups out from it equally how many 1/4 cups. Also, you could incorporate graphing into this lesson as well.
Evaluation of Lesson:	I will want to see if this lesson would stay within the time frame allotted for it. Did the students meet the objectives of understanding that you only add the top number of the fractions while leaving the denominator the same? What questions did they ask? Did I answer knowledgably so as they could understand? Did I give clear, concise demonstrations and directions?
Of students:	I need to ask questions throughout to make sure the students understand the concepts of adding fractions with like denominators. I need to evaluate if the students understand that the denominator remains the same while they add the numerator. I need to record questions asked and also need to record the groups and their understanding of making the various fractions. Ask questions of each group individually to see if students understand why it takes 4- 1/4’s cups to make a whole and that fractions are part of a whole. I also need to evaluate that the students individually understand the concepts mentioned above. I will do this by having them demonstrate to me this concept by actually using the measuring cups, spoons and water provided. I will continue to monitor this understanding through the use of journal work and in my weekly individual math conferences. I could also give a few homework assignments to assess individual understanding of concept by having them draw pictures of how many 1/4 cups or spoons it would take to make one whole.
Individualization:	Remediation: Have the students use rice in the cups instead of water or allow them to make and cut out factional pieces if the cups seem to confuse them. Will be following up with a lesson of cooking that should help with understanding of the measuring cups further.
	Enrichment: Have students find fractional parts using other things throughout the day within the school such as counting how many window panes there are in one whole window and how many fractional parts would this be.
	Special Needs: Make sure to work individually with these students. Also make sure the groups include a peer that usually grasps new concepts quickly in order to help with demonstrating. Work with resource teacher to make sure they receive follow up on each concept introduced within the classroom using manipulatives at all times. Use other containers to help them understand the concept of adding fractions and that fractions are parts of a whole.
Self-Reflections:	_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ This section will be to reflect on how the lesson went with the students and if I would have any changes etc. the next I would use this lesson.