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Fractions

Objectives:

· The students will be able to identify a numerator and a denominator.

· The students will be able to identify a fractional part of a whole.

· The students will be able to visually represent fractions using manipulatives.

· The students will be able to apply their knowledge of fractions by completing a recording worksheet.

· The students will be able to transfer information to create a bar graph.

Download as Microsoft Word Documents:

Instructional Plan

Worksheets

Adaptation Worksheet

Instructional Plan Template

Mathematics Governor’s Institute 2005

Names of group members: Ashley Constantine (Greensburg Salem School District)

Donna Spahn (North Star School District)

Kimberly McDowell (Bald Eagle Area School District)

Topic/Theme: “ Fishing For Fractions”

Level: Second Grade

Time Element: Fifty Minutes

NCTM Standards Addressed:

Numbers and Operations:

Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

Algebra:

· Sort, classify, and order objects by size number and other properties.

Data Analysis and Probability:

· Represent data using concrete objects, pictures, and graphs.

PA Math Standards Addressed:

2.1.3 B: Use whole numbers and fractions to represent quantities

2.1.3 D: Use drawings, diagrams or models to show the concept of fraction as part of a whole

2.1.3 G: Use concrete objects to count, order, and group

2.6.3 A: Gather, organize, and display data using pictures, tallies, charts, bar graphs and pictographs.

2.7.3 C: List or graph the possible results of an experiment.

2.8.3 G: Use a table or chart to display information.

2.8.3 H: Describe and interpret the data shown in tables and charts.

Math Assessment Anchors Addressed:

M3.A.1.2 Use fractions to represent quantities as part of a whole.

M3.A.1.2..1 Match the fraction to the appropriate drawing or part of a set.

M3. E. 1.2 Organize or display data using tables, charts, bar graphs or pictographs.

M3. E. 1.2.1 Graph data or complete a graph given the data (bar graph or pictograph-

grid is provided)

M3. E. 3.1 Predict and/or measure the likelihood of events.

M3. E.3.1.1 Make a prediction based on data or chance.

Reading Assessment Anchors Addressed:

1.1 Learning to Read Independently

1.1.3 D: Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, reread, use text organization including headings, graphics, and charts, and adjust reading rate)
1.1.3 F: Understand the meaning of and use correctly new vocabulary learned in various subject areas.

1.4 Types of Writing

1.4.3 C: Write an opinion and support it with facts.

1.6 Speaking and Listening

1.6.3 A: Listen to others
1.6.3 C: Speak using skills appropriate to formal speech situations
1.6.3 D: Contribute to discussions
1.6.3 E: Participate in small and large group discussions and presentations

Objectives:

The students will be able to identify a numerator and a denominator.
The students will be able to identify a fractional part of a whole.
The students will be able to visually represent fractions using manipulatives.
The students will be able to apply their knowledge of fractions by completing a recording worksheet.
The students will be able to transfer information to create a bar graph.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Anticipatory Set

The teacher will create a word web and ask the children to generate different places that they see fractions in daily life.
The teacher will then introduce the vocabulary words numerator and denominator.
The teacher will inform the children of the definition of the words:

Numerator- the number above the fraction bar; the part you are looking at

Denominator- the number “down” below the line, all of the parts together

The teacher will reinforce the idea of numerator by demonstrating the use of glasses.

The teacher will encourage students to put on their sunglasses when they are talking about the numerator because that is the number they are “looking” at.
The teacher will hold up a piece of paper folded in half and colored ½ blue.
The children will put on the sunglasses to find the numerator the paper represents because it is the part we are looking at.
The children will then share the denominator with the class.

The teacher will then write several fractions on the board and ask several volunteers to share with the class what the numerator and denominator is in each problem.
The teacher will then tell the students that during today’s lesson they are going to identify numerators and denominators, identify different fractions, and illustrate a bar graph pertaining to their fractions.

Procedures

The teacher will go over all directions before handing out any materials.
The teacher will inform the students that today they are going to be “Fishing For Fractions”.
Each child will work in a pair.
Each pair will receive a recording worksheet, a bag of Swedish fish, and a bag of crayons.
The teacher will call the students to the carpet to sit in a group.
The teacher will explain the details.
First, the children will explore and observe their bag of fish.
Then they will refer to the recording worksheet.
In the first section, the students will fist use the fish manipulatives to color fractional parts, determine several fractional parts of a whole, and to write fractions.
In the second section, the students will then transfer the information and use it to create a bar graph.
In the third section, the children will then apply their knowledge of fractions by coloring a fractional amount of fish in a pond.
The teacher will be observing each pair work with the manipulatives, asking probing questions, and asking students explain their work.
The children will have 30 minutes to complete the activity.
After the students have completed the recording worksheets, we will gather as a group to discuss findings and student results.

Closing

To demonstrate learning I will ask the students to write their own fraction and illustrate it on a piece of paper.
I will display my example.
I will show the students my picture of 12 hearts. 7 will be colored red and 5 will be colored purple.
I will show them that I wrote the fraction 7/12 because 7 hearts out of the 12 are colored red.
I will then give the students 10 minutes to complete their own fraction poster.
Each child will have the opportunity to share his or her poster with the class.
To verify learning the rest of the students will signal “thumbs up” if the poster is correct or “thumbs down” if the poster is wrong.

Materials/Resources:

Numerator/ Denominator Vocabulary Cards
Fraction Word Web
Bags of Swedish Fish
Bags of Crayons
Teacher Created “Fishing For Fractions” Recording Worksheet
Fraction Poster
Sunglasses

Interdisciplinary Connections:

· Reading

After the lesson the teacher will expose the children to the story “Rainbow Fish.” The teacher will inform the students that they will be exposed to a new species of fish. The teacher will explain different habitats of fish, as well as how fish travel. This story also teaches what it is like to be unique and different. It also teaches the moral of sharing and being kind to one another.

· Technology

The children could go on an interactive web quest pertaining to different species of fish. The teacher could also create a power point presentation to present new information about fish. The teacher could integrate the smart board and project an interactive website where the children could explore the ocean floor. The information can be presented through an overhead projector and the children could utilize calculators for practice with checking their work and completing additional problems.

· Other

Science connection: The teacher will discuss the various species of fish you would find in a pond including characteristics, food preferences and habitat. The teacher could then do a “Fred The Fish” science experiment. This is a hands-on approach that helps children realize what happens to fish when litter and pollutants infest their habitat. .

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

During the lesson, the teacher will conduct informal observations. The teacher will circulate and question the groups of students individually. The teacher will also observe the students correctively using the manipulatives.

· Summative Evaluation (How will it be determined that the objectives were achieved?):

After the lesson, the teacher will collect the recording worksheet for a grade. The teacher will also observe the students presenting their own fraction and illustration. The teacher will watch for the signals of the student audience to check for agreement of the student-generated fractions.

Correctives/Remediation:

The teacher will reduce the number of fish to four to reduce complexity of the fractions. (one red, one orange, one yellow, and one green)
The teacher will work one-on-one with the student and demonstrate ½ using two fish, 1/3 using three fish, and ¼ using four fish.
The teacher will reinforce this concept and check for understanding with the student modeling and use of unifix cubes.

Extensions/Enrichment:

The teacher will use twenty-four fish in the bag instead of twelve to elicit more difficult fractions.
Since the student is using twenty-four fish, he or she will make new comparisons, discuss differences, and discover patterns.
The teacher will use higher level thinking skills and elicit questions pertaining to fractions using thirty-six fish in the pond.

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

Our accommodations are made for a student that is colorblind.

· Accommodations to use with this student:

The teacher will have pre-created fish manipulatives for the student. The student will use construction paper fish with four different shapes on the body. For example, the child will see fish with stars, hearts, circles, and squares. The child will then use these characteristics to create fractional parts of wholes.