Lesson Plan 8

Activity Title:	A Fraction of an Egg Grade Level: 4
Rationale:	Students need to have a conceptual understanding that just like whole numbers that fractions can be compared and order in the same way as whole numbers. Just as students understand why 3 is greater than two they will learn to understand that fractions can be grouped and ordered according to their numerators or denominators. Just as before in previous grades students will now compare fractions using the concepts of greater than (>) less than (<) and or equivalent or equal to (=).
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.
Objective:	Students will compare and order fractions which are given with the same numerators or the same denominators and be able to explain their solution.
Readiness/Pre-assessment:	Students will need to know the terms and meanings of numerator and denominator which they have already encountered during this fraction unit. They should also be able to demonstrate that when you have 1/3 of an object, the object could be grouped into three equal parts. Students will have encountered this also with prior lessons in this fractional unit. Students will have encountered the definitions and understanding of the concepts greater than (>), less than (<) and equal to (=) from previous grades. Also prior units within our classroom will have further strengthened these concepts. Students will now develop understanding of these concepts at the fractional level some of which they will have encounter also in prior grades. Student will also need to be familiar with multiplication and division concepts which we have also covered in previous units.
Materials and equipment needed:	Needed per group: pencils; egg carton (minimum of 1 per person); about 24 marbles per student (or some type of counter will work as well); 1 paper cup to hold marbles; index cards marked 1/2, 1/3, 1/4, 1/6, and 1/12; some type of counters.
Introduction:	Talk to the students about how we decided whether or not a number was greater than, less than, or equal to another whole number. Have the students explain how they know a number is greater than another number using the counters provided to demonstrate their understanding. Next, have the students demonstrate their understanding of less than, and continue with the concept of equal to all the time using the counters provided. Tell the students that now we will learn to apply these concepts to fractions as well. Tell the students that they will be able to compare and determine if a fraction is greater than, less than, or equal to another fraction after this lesson if the denominator is the same or if the numerator is the same.
Instruction:	Have the students divide into groups of five. Each group receives 5 egg cartons, at least 24 marbles per student and one set of cards to be used later (have them lay the cards aside for now). If class does not divide evenly into groups of 5, any smaller group will do. Each group will need 5 cartons and at least 16 marbles. Each student receives one carton with which to work (in smaller groups, some students would have 2 or more cartons). Have each student in each group to fill a portion of their egg carton up. Tell them they can fill it with just one marble or 12 marbles. Next talk about how one student maybe filled their carton with only 5 marbles. Ask this student to explain what fractional part of the egg carton would 5 be (5/12). Ask if the anyone can explain why this is so. Next, have a student that had more than 5/12 or less than 5/12. Have the students to compare the egg cartons. This will allow them to develop understanding that the ordering of fractions with like denominators will be determined by what part of the whole fraction is given. For example, 9/12 would be greater than 5/12 as demonstrated with the egg cartons. To further demonstrate this lesson have the students show fractions that would be less than and fractions that would equal. Next, if someone fills the carton up with 6 marbles and says that 6/12 they might notice that this would be the same as half of the carton. Tell them that this is known as an equivalent fraction which we will start working with later on in the week, but praise them for noticing that fractions can have different names but mean the same. The next aspect of this lesson deals with comparing fractions with like numerators. First have one student put one marble in each space of his/her carton until 1/2 of the carton is filled. Place the 1/2 card next to the carton. Then, have a second student in each group put one marble in each space of his/her carton until 1/3 of the carton is filled (this is where multiplication and division will come into play!!). Place the 1/3 card next to the carton. Continue as in previous steps having third student making 1/4, fourth student making 1/6 and fifth student making 1/12. Have each group discuss and compare their findings between the different cartons. What do they notice? Have them to record their findings and be prepared to discuss. Let students from different groups share their findings. Use findings to answer certain questions like “Would 1/3 be less than or greater than 1/6?”; “Would 1/2 be less than or greater than 1/4?” I want the students to understand that the more parts that the fraction is divided into the smaller the fraction is. This will be the way for them to determine whether 1/4 is greater than less than or equal to 1/8.
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 numerator/denominator? 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 comparing and ordering fractions. I need to record questions asked and also need to record the findings of each group and their understanding of making the various fractions. I need to make sure the students comprehend the comparing and ordering of fractions individually. I can do this by asking individuals certain questions such as: What do you notice about the numerators of the fractions? Now look at the denominators and the number of spaces used. How do the size of the denominator and the number of spaces relate to each other? Look at the egg cartons. Remember that the more spaces that are filled, the larger the fraction. Combining all this together, what happens to the size of the fraction as the denominator gets larger? Have the students to record their answers to these questions in their journals for an individual assessment. Then consult individually using the materials of this lesson to help further explain or review material that students have difficulties with.
Individualization:	Remediation: Bring in a square cake and start by cutting the cake into halves, then fourths, then eighths, etc. In this way, it will allow the students to visualize the process of the pieces getting smaller the larger the denominator becomes. .
	Enrichment: Give each student a piece of poster board and have them come up with a way to demonstrate the ordering and comparing fractions. They could use items such as marbles to glue on the poster board to demonstrate their understanding. For instance 6/12 marbles = 1/2 of an egg carton. Whatever thing they choose to display will be fine as long as it demonstrates their understanding the ordering and comparing of fractions. In this way, I can use their projects to help with remediation and my special needs situations.
	Special Needs: Make sure to work individually with these students. Also make sure pairs 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 their fraction plates and strips they have in order to restate the concept of ordering and comparing fractions.
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.