math fraction lesson

8/13/2019 Math Fraction Lesson

1/4

Jessica Burns

Education 126

April 28, 2012Lesson - Fraction Review

O!ective" #$is is a review lesson w$ic$ will e delivered at t$e end o% a unit on %ractions %ort$ird &rade' #$e &oal is to e(pose students to %ractions in various wa)s and to $ave t$e* practice

wit$ %ractions in wa)s t$at t$e) $ave alread) een introduced - speci%icall), co*parin& %ractions

and %raction word prole*s' #$e lesson also reviews +e) ter*s suc$ as euivalent, i*proper%raction, and *i(ed nu*er'

' Openin& Routine .On t$e carpet/

1' Represent t$e %ractions 2 and 6 on t$e two %raction pi33as'Are these equal portionsof pizza? Why?4iscuss student strate&ies' ntroduce t$e ter* euivalent %ractions'

2' Represent t$e %ractions 2 and 6 on t$e %raction pi33as'Are these equal portions of

pizza? Why?4iscuss student strate&ies'

' Represent t$e %ractions 5 and 6 on t$e %raction pi33as'Are these equal portions ofpizza? Why?4iscuss student strate&ies' se t$e ter* euivalent %ractions'

' As+ %or students to na*e two %ractions' Represent t$ese wit$ t$e %raction pi33as'Arethese equivalent fractions? Why?.7an as+ %or students to na*e %ractions t$at are *ore or less

t$an t$e &iven %ractions/

' Repeat step i% desired'99E(planation99 #$is routine relates to t$e o!ective, ecause students are as+ed to

co*pare a variet) o% %ractions and to t$in+ aout w$) t$e) are euivalent or not' :tudents *a)

present a wide variet) o% wa)s to %i&ure out t$e answer, and t$e pi33as provide a visual %or t$e

students t$at need it' #$is will also %acilitate %uture t$in+in& ecause students will $ave *orepractice, and will &row *ore secure in t$eir strate&ies andor develop *ore appropriate strate&ies

%or $ow to co*pare %ractions'

' ;ain Activit) 1

1' #ell students t$at t$e) will e wor+in& wit$ t$eir tale &roups' Eac$ &roup will c$oose

a %raction' #$en t$e) will write %ractions t$at are less t$an t$eir %raction, &reater t$an t$eir%raction, and euivalent to t$eir %raction' 4is*iss t$e* to t$eir &roups'

2'


2/4

learnin&' t$in+ t$at students *a) use *ultiple wa)s to %i&ure out $ow t$e %ractions relate to

t$eir c$osen %raction' >er$aps t$e) will use t$e &iven pi33a, draw pictures, &uess, or si*pl)

+now' :o*e e(tendin& uestions to as+ could e how could we make this fraction equal to thefraction you chose? Can we subtract a part from this fraction to make them equal? Can we add

a part to this fraction to make them equal? will assess student t$in+in& ) t$e various wa)s t$at

t$e) &roup t$e %ractions and w$) t$e) &rouped t$e* t$at wa)' will pro*pt t$e* to deepert$in+in& and reasonin&, and even as+ t$e* to *anipulate t$e %ractions to *a+e anot$er %raction'

' ;ain Activit) 21'Now, I am oin to read a problem! I want you to think about how you can solve it!

"hen, after we talk about it, I will ask you to solve the problem! #se your notebooks to record

what you did!

2'"he first part says$;ar+ $as ?? pi33as' @e ate ?? o% a pi33a' @ow *an) pi33as does $e$ave le%t Cu*er c$oices - .2, 5/, .2, D/, ., /, .2, 18/, .2, 8/ - c$osen ecause t$e

%ractions andor solutions increase in co*ple(it)G What is this problem askin us to do?ractice7losin&

1' @ave students create a word prole* %or a partner to solve'

2' Reiterate t$e di%%erent wa)s t$at were rou&$t up in t$e lesson to %i&ure out $ow a%raction is euivalent, &reater t$an, or less t$an anot$er %raction' Re*ind students t$at it is o+a)

to use di%%erent strate&ies, as lon& as t$e) can understand t$e prole* and w$at t$e) are doin&'

99E(planation99 #$ere is no %or*al assess*ent o% t$is lesson, ecause students will etested in t$e da)s to co*e' @owever, would li+e students to re%lect in t$eir noteoo+s aout

so*et$in& new t$e) learned, $eard, or saw t$at could e $elp%ul to t$e* in t$e %uture' will also

use w$at oserve %ro* t$e students in order to see i% t$e) $ave *ade pro&ress toward t$e unit

&oals and i% certain *aterial needs to e revisited'


3/4

Jessica Burns

Lesson - Fraction Review

4ate 4elivered - April 11, 2012Lesson Re%lection

1' C#RO47#OC'#$ere are 1H students in *) classroo*' #$e) are arran&ed in tale &roups o% and '

#$ere are no ELLs and onl) 1 student w$o receives special education services' #$e *at$

class is an $our lon& and t$e) *eet ever) da)' #$e pro&ra* used is Ever)da) ;at$' did not*odi%) a lessonI rat$er desi&ned a review lesson usin& so*e o% t$e in%or*ation t$e teac$er

told *e aout w$at t$e students $ad een learnin& %ro* t$e unit' .Cote - *) teac$er %ailed to

in%or* *e o% an asse*l) t$e students were $avin&, so planned %or t$e $our ut onl) $ad 0

*inutes to deliver t$e lesson' For t$is reason, we did not &et to part ' ;ain Activit) 2/

2' 7LA;: E=4EC7E'

:tudents pro&ressed ecause t$e) were ale to tell *e $ow to *a+e 6 and 12 eual'

At %irst, t$ere was a pause, ut t$en students e&an to see t$at t$e) could add to ot$%ractions to *a+e t$e* euivalent .6 and 1012/ or sutract %ro* t$e 12 to *a+e t$e*

euivalent .6 and 812/'#$e) were also ale to *a+e connections etween 6 K 612 and6 K 812' #$e) saw t$at 12 was 2(6, so t$e) would $ave to add 212 %or ever) 16' A &roup

also %ound t$is pattern wit$ 2, +nowin& t$at ever) ti*e t$e) added on to t$e deno*inator,

t$e) would $ave to add 2 onto t$e nu*erator in order to +eep t$e* euivalent' could alsosee t$at students were not used to e(plainin& t$eir t$in+in&, ecause w$en as+ed t$e* why

or to e(plain t$eir t$in+in&, t$ere was a lull' t too+ so*e students ti*e to war* up to t$is

idea, and so*e students didnt participate activel) in t$e e(planation' t$in+ t$at t$e) were

used to onl) $avin& one wa) to solve prole*s and not di%%erent solution pat$s li+e wasencoura&in& t$e* to do' t *a+es *e wonder $ow *uc$ deeper t$eir understandin& would e

i% t$e) $ad een tau&$t %ro* t$e e&innin& o% t$e )ear, or since +inder&arten, in a wa) t$at

*a+es t$e* t$in+, instead o% loo+in& %or one wa) to do t$in&s'

' :#4EC# :#RA#E


4/4

' >=O#AL LE::OC ELE;EC#:'

$ad %raction pi33as t$at could p$)sicall) *anipulate in %ront o% t$e students' also

allowed students to divide t$eir own %raction pi33a, write in t$eir noteoo+s, and write on t$eoard' also pus$ed students to e(plain t$eir t$in+in&, even t$ou&$ t$in+ t$e) were

un%a*iliar wit$ t$is' :tudents were also allowed to wor+ wit$ &roup *e*ers in w$ic$ t$e)

wor+ed to t$in+ *ore deepl) aout w$at t$eir &roup *e*ers $ad to sa), e(posin& t$e* tovarious wa)s o% t$in+in&'

' RE=:OC: #O #@E LE::OC':o*e c$an&es would *a+e is to create so*e oundaries %or t$e %ractions t$at &roups

pic+ed, suc$ as t$e deno*inator *ust e %ro* -12' $ad a &roup t$at c$ose 5 and t$is was

too eas) %or t$e*, and $ad a &roup c$oose 100 w$ic$ was too di%%icult %or t$e*' @avin&

t$is ran&e would &et students to t$in+ *ore appropriatel) %or t$eir level' also would $aveli+ed *ore sets o% t$e %raction pi33as, t$at wa) eac$ &roup could $ave *anipulated t$e*,

w$ic$ would also $ave een use%ul %or students to t$in+ aout various wa)s t$at t$e) can

*a+e 1 .li+e 18 N 18 N 1 N 12/' would also $ave li+ed to deliver t$e w$ole lesson,

ecause t$in+ it would $ave een interestin& to see t$e various solution strate&ies t$atstudents would use in solvin& word prole*s and in creatin& t$eir own'

6' CE# LE::OC.:/'

would li+e to teac$ students aout ownin& t$eir learnin&' +now t$is is not a

*at$e*atical concept, ut would li+e t$e* to e presented wit$ prole*s in w$ic$ t$e)$ave to use w$at t$e) +now and understand in order to solve a tric+) prole*' Even i% t$e)

do not solve a prole* ri&$t, it would &ive *e a lot o% insi&$t into w$at t$eir t$in+in&

process is' would $ave een ale to use t$e wor+ %ro* t$e word prole* in order to $ave

t$is assess*ent, ut we were not ale to &et to it' would +eep teac$in& aout %ractions,ecause %eel t$at t$ese students could ene%it %ro* *ore practice in order to pro*ote t$e*

*ore to independence'

math fraction lesson

Documents