NCSOS: 1.11 Compare & order fractions

12. Add & subtract fractions --- like denominators
13. Use models/pictures to add & subtract fraction & mixed numbers

Big Ideas:

1. Fractions surround us and we encounter them on a daily basis.
2. The world does not always come in "wholes."
3. Students can learn about math and their world through individual activities as well as social interaction

Objectives:

1. TSW identify what fractions are and where they are used.
2. TSW use an array model to represent fractions.
3. TSW represent the same fraction in several ways (equivalent fractions).
4. TSW recognize the relative size of fractions.
5. TSW learn vocabulary of fractions such as numerators and denominators.

Multiple Intelligences:

1. bodily/kinesthetic- students stand and become part of the fraction
2. interpersonal- class discussion, sharing of ideas on fractions in groups
3. visual/spatial- students representing fractions, drawn & written on board
4. mathematical/logical- actual fractions being discussed

Materials: board, pre-made questions, students

Grouping: whole class then small group discussion of what was learned for assessment

Procedure:

1. We will be doing an activity where we will be moving around as we talk about fractions. Where do you see fractions in everyday life? If I wrote ¼ on the board, what does this mean? (write next to the 1, numerator and write next to the 4, denominator and explain the labeling)
2. Today we are going to create fractions as a class. Fractions are part of a whole. As a class we are considered 1 whole, but we are made of different parts—the students. If we were considering ourselves as a fraction, since there are 18 people in class today, we would be 18/18. Whenever you put the same number in the numerator and denominator it equals 1. All of the 18 parts, are accounted for if it is 18/18. What would be another fraction that is equal to 1 whole?
3. Now we are going to talk about fractions that are not equal to 1. How many of you are wearing blue jeans? If you are wearing blue jeans, please come up to the front of the room. (we would count off how many students are wearing the blue jeans together and I would record the number on the board). So the fraction of the class wearing blue jeans is #/18. This is a fraction because these students are still part of the whole.

** Repeat procedure with questions like how many of you are wearing sneakers? How many are wearing red today? How many are wearing blue? How many people have chosen pizza for lunch today? Ask which fraction is bigger and discuss why.

4. Whenever I get to an even number of students, I will look for something that half of them have in common. Like 3 of the 6 people wearing red are also eating hamburgers for lunch. The new fraction will be 3/6 and I will position them in 2 groups of three. (draw illustration on board as well)
5. Explain that 3 is ½ of 6 because ½ means equal amount of both. 1 of every 2 in this group of 6 have something in common.
6. Then I would show an example of 2/6 or another reducible fraction. I would explain the reducing of the fraction by grouping the students at the front. I would explain how a fraction like 2/6 is really like 1/3 if the students are grouped into 3 groups of 2.

larger.

7. Students would share their answers and their theories behind it. We would discuss the answers as a class.
8. I would demonstrate drawing the fractions in picture form, to show how ½ is more than ¼ . If students were having difficulty with how ½ is more than 7/18, I would ask students about what ½ of 18 would be…show that 9/18 is equivalent to ½.

Assessment:

1. How have we seen fractions differently today? How was this different than us thinking of fractions as part of a pizza?
2. Was this an easy or difficult way to think of fractions? Why?

Reflection:

1. What were the strengths of my lesson? Why do I consider these as strengths?
2. What could I have done to improve my lesson, i.e., enhance student learning?
3. How do I know that students have learned? What documentation (student work, assessments. etc.) can I attach to this lesson to indicate that my students have achieved my objectives?
4. If students did not achieve my objectives, who did not, and what will I do next time to increase their chances of success?
5. What do I need to improve upon (management, organization, planning, assessment, etc.) and what is my plan for working on those areas of difficulty?
6. Add additional comments that you think might be important.