Lesson 3: Fractions are Part of a Whole
Grade Level: 6
Unit: Fractions
Date: 11/4/11
Time: 45 minutes
Objectives
SWBAT define the following: numerator, denominator, fraction
SWBAT create a graphic organizer that contains strategies that will help them solve arithmetic problems that involve fractions
Prior Knowledge
Students should already have had experience with number lines.
Students should have made a Math Burrito Book (BB) the pervious day (extras were made for absent students). A BB is a handmade journal that students take notes in. The BB will have labeled sections which the teacher and students may refer to:
-Cover: define fractions, name
-Vocabulary (1 page)
-Mixed numbers and Improper Fractions Recipe (1 page)
-GCF and LCD (2 pages)
-Adding and Subtracting (2 pages)
-Multiply (1 page)
-Divide (1 page)
-Questions I still have (1page)
-Aha Moments (1 page)
-Back Cover: fractions in real life
Materials/Resources
Teacher: whiteboard, dry erase markers, document camera, pencils, paper, Pizza Worksheet (see attachment), optional pizza order script (see attachment)
Students: assembled Burrito Book, Pizza Worksheet (see attachment), pencil, paper, Fractions Detective Worksheet (see attachment)
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Time |
Procedures |
Monitor/Assess |
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Set: Make sure students have Math Burrito Books (BB) on desks. Before class begins ask a student to make a phone ring sound when you give them the signal (a nod, wink, point, etc.) Pass 1 Pizza Worksheet to each student. Wear an apron if you have one available. Give student the Signal. Student makes a phone ringing sound. |
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5 min |
Introduction: Teacher pick up fake phone and pretend you're taking a pizza order. See last page for example script. Write the order on a copy of the Pizza Worksheet on the document camera. Have the order be in fractions (for example ½ pepperoni, ¼ cheese, ¼ pepperoni and olives). Somewhere in the beginning of the order cover the phone and say to class “Are you getting this? You better write it down.” At end of order say, “Okay the pizza will be ready in 3 minutes.” Then tell the students they have 3 minutes to draw the pizza. |
Teacher: “Are you getting this? Better write it down.”
Walk around and observe students pizza sketches. (similar to 4, & 9) |
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5 min |
Ask for volunteers to come to doc cam and draw one fraction of the pizza on the board. Continue until the order is complete. Ask questions such as: What fraction of the pizza has just pepperoni? What fraction of the pizza has pepperoni anywhere on it? What fraction has mushrooms?
Students cut out and paste Pizza on cover of Burrito Books. |
Student Volunteers complete pizza order on the document camera.
Check burrito book cover |
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15 min |
I do/We do: What are fractions? Draw a number line on the whiteboard. Above the fractions write: A FRACTION IS PART OF A WHOLE. Have students write this on front cover of BB. Have class say the definition together. How does this relate to pizza?
Where would a fraction go on the number line? Ask for examples of a whole number. Where would fractions go on number line?Draw popsicle sticks and have students come to whiteboard and place fractions on a number line. |
“What is a fraction?” Class repeats definition. Students write definition on cover of burrito book.
How does it relate to pizza? (Volunteers)
Place fraction on a number line (Popsicle sticks)
Write in BB |
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How do we say fractions? Draw popsicle sticks and have students give various ways of saying fractions. What are other ways to say this? (ex. One half, one over two, one divided by two).
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Can somebody please say this fraction? (Draw Popsicle sticks) |
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Does anyone know what a numerator is? Denominator? (call on 2-4 students) “Please write this, with an example, in the vocabulary section of your Burrito Book.” Define numerator and denominator. |
Does anyone know what a numerator is? Denominator? (Volunteers)
Write in BB |
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10 min |
You do: I am going to assign each table group a vocabulary word. I want each table group to then come up with a nonverbal way of defining that word. It cannot include words or numbers. What are examples of nonverbal ways to define vocabulary? Can someone please summarize the directions? Assign each table group one of the following: Fraction, numerator, denominator. |
Please give examples of nonverbal ways of defining vocabulary.
Can someone please summarize the directions?
Walk around and observe progress. |
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10 min |
Share nonverbal definitions. Each table group presents their nonverbal definitions. |
Sharing/Presenting |
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Homework: Students will complete a worksheet titled Fractions Detective (See attachment). This worksheet asks students to interview their family members and make observations around their home to find out how they use fractions. Students will share their findings next class during warm up. |
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Adaptations/Modifications
ESOL Write the “pizza order” on the overhead so the student can reference it if he gets stuck. When walking around and observing students, check on this student at least twice. Student is seated by his classmate/friend who is fluent in both Spanish and English.
TAG The nonverbal group project is open-ended so they may take it to any level
Special Needs ADHD: Assign this student the “ringing” task to help him focus. When walking around and observing students, make sure this student is paying attention and is on task.
Literacy Not applicable to this lesson
Other Not applicable to this lesson
Reflection
What's next? How are fractions applicable to my life, comparing and ordering fractions, mixed numbers, improper fractions.
What worked?
Students seemed to enjoy my group activity which required each group to create a nonverbal definition for one of the following terms: fraction, numerator or denominator. Students then presented their nonverbal definition to the class. I did a good job of having students identify and set the expectations for the project and presentations. Students understood what a nonverbal definition might look like, and they knew how to act as presenters and audience members. Students met my expectations and had fun!
This activity was also a great assessment of my objectives. Having students create a nonverbal definition of fractions, numerators and denominators is indicative of their understandings of and personal connections to those terms.
What would I change?
During the warmup, I invited students to come to the board and draw a part of the pizza. I think the students needed a little more guidance and structure. For example, I might have asked a student to draw a specific part of pizza by saying "draw the part of the pizza that is ½ pepperoni." One student volunteered to draw a piece of the pizza, and when he got up there he got stuck. He only drew part of the piece, and then started to get flustered. When I tried to guide him he became further anxious and wanted to sit back down. I reassured him that we could do it, and we would just take it “one step at a time.” I tried to guide him, but he was too frustrated to try anymore. I invited him to have a friend help him. He called on a friend and then sat down instead of continuing with that friend.
Students may also have benefited from an extra 2-3 minutes to finish drawing the pizza. This would have increased their confidence, and would have allowed me more time to check whether students were understanding the activity.
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