Introducing Fractions

(Created for EDCT 2030)

Instructor: Deanna Crum Lesson Duration: 51+ minutes total Learning Objectives:
Students will demonstrate comprehension of fractions by using manipulatives to represent fractions. Students will be able to name situations in which fractions are used. Students will demonstrate comprehension of fractions by writing fractions in correct format (from verbal cues and/or visual representations of fractions).

Materials:
one fun-sized Hersheys bar for each member of the class one paper plate or napkin for each member of the class desks arranged into equal groups paper and pencils for each student large pizzas made of paper/cardboard (shaped like circles, rectangles, and squares) and divided into different numbers of slices ActiveBoard/SmartBoard with slides prepared (each slide containing a pizza divided into slices; these pieces should be moveable) worksheets relating music and fractions (one worksheet for each member of the class) computer and projector for showing video

Procedure:
1. Method: Direct Instruction (Structured Overview) Duration: 10 minutes Introduce the concept of fractions. Explain that fractions are used to describe part of a whole. Whenever we use a fraction, we have to identify a whole (such as one whole pizza), then identify how much of that whole we want to talk about (like 1/8 of a pizza if the pizza is cut into 8 slices and we have one). Show the format in which fractions are written, including the numerator on top, the fraction bar in the middle, and the denominator on the bottom. Provide several examples of fractions, including fractions used in music, cooking, sharing (ex: dividing a bag of Skittles among friends), and other contexts. Adaptations: If students will require extra assistance taking notes or remember material discussed, provide an outline with places to ll in the blanks, draw pictures, etc. Also consider posting a list of helpful links/videos on the class website. Assessment: Later in the lesson, students will apply concepts presented in lecture. Their performance will indicate the effectiveness of the lesson and their

responsiveness to it. If students seem to struggle, more explicit instruction in that particular area will be necessary (this includes helping students think through different types of situations regarding fractions and otherwise providing scaffolding). 2. Method: Direct Instruction (Guided and Shared Thinking) Duration: 10 minutes After giving students several examples, put a picture of a pizza, divided into slices on the ActiveBoard. Call on students to come up and demonstrate several concepts related to the pizzas. (Only one pizza should be used at a time for this activity.) First, ask the class as a whole to identify the whole (one pizza). Then ask individual students to isolate a given fraction of the pizza (take one eighth, one fourth, etc) By clicking on it and dragging it away from the pizza). After a student has isolated the fraction, ask another student to write that fraction of the pizza on the board. This can be done many times with each pizza (by asking for different fractions to be shown), But the end of the activity, all pizzas should have been used. More advanced students may use this activity when learning to add fractions or nd common denominators. Two pizzas divided into different numbers of slices can be put on the board at once, and a fraction of each must be isolated. These can be added, or a common denominator can be found from the writing of the fraction on the board. The activity may also be used to teach subtraction of fractions by asking students to remove a fraction of the pizza from the whole. Students can then write the corresponding equation to the subtraction problem. Adaptations: Unmotivated students will be called upon to answer at least one question at the board. Students who appear confused or generally require extra explanations and support will be called upon to answer questions and be assisted in thinking through their responses until they can demonstrate the process on their own. Assessments: Students correct responses, progress toward correct responses, and appearances of new comprehension (looking for the ah-ha! moment in students facial expressions) will indicate comprehension. If students struggle with isolating parts of a whole to represent a fraction, we will further explain how a whole is divided into equal pieces, how each piece is then part of the whole, how these pieces can be combined to show different amounts of a whole, etc. If students struggle with writing the fraction represented, I will re-explain how the bottom of a fraction shows the number of pieces in one whole, how the fraction bar separates pieces of a fraction, how the numerator shows how many pieces of the whole youre talking about, etc. It may be necessary to give individual students further assistance or rely on peer learning, allowing students to help one another. 3. Method: Interaction Instruction (Cooperative Learning) Duration: 15+ minutes Arrange students desks in groups. Each group should be given a large, paper pizza. (Each pizza should be divided into a different number of slices, just like the ones previously on the ActiveBoard.) Groups can experiment with isolating slices to create different fractions, drawing/recording their activities and writing corresponding fractions. After 5 minutes, groups will exchange pizzas and repeat the activity with a different number of slices and thus different denominators.

Adaptations: Students who often need extra help grasping new concepts should be with students who learn new information easily (as students should be in groups of mixed abilities). Thus, students can learn from one another. Whenever a group needs clarication or assistance, be ready to apply concepts from the lesson to answer their questions and show how it relates to the activity. Be sure all students are participating to the best of their ability. Assessment: Observe students behaviors and experiments. If you notice that students are not understanding a part of the lesson correctly, explain their mistake and the correction. After the activity, collect what they wrote (drawings and fractions) and review these responses. If misunderstandings are present, address them later in class or the next day when the topic is reviewed. 4. Method: Direct Instruction (Drill and Practice / Worksheet) Duration: 8 minutes Explain to students how fractions relate to music (if you didnt explain this as an example of fractions earlier). One whole note is four quarter notes or eight eighth notes or sixteen sixteenth notes, etc. Give students a worksheet relating fractions and music (such as the example here, retrieved from http:// www.pinterest.com/pin/ 133841420149096610/). Circulate the classroom while students complete the worksheet, offering assistance whenever desired. (On this example worksheet, depending on students familiarity with fractions, they may want to complete the addition problems or just label the notes values as fractions.) When reviewing the worksheet, sing/speak the rhythms as they appear. This allows students to hear the note length associated with the notes (this relates to fractions as ! ! ! ! ! ! ! each sound is a fraction of the ! ! ! ! ! ! ! others lengths). Adaptations: Be ready to help all students, especially those who struggle with abstract thinking or use of symbols. Providing a chart that compares note lengths or expresses note values with words or numbers may help students successfully complete the assignment. Assessment: Correct responses on the worksheet should indicate comprehension. If answers are incorrect, try to determine whether they are due to misunderstand the

musical symbols or misunderstanding fractions. If the problem is due to symbols, provide more assistance making the connection between symbol and note value. If the problem is due to fractions, re-teach writing fractions and/or how fractions relate to notes (probably with more visual support) and/or whatever other concept you feel is a stumbling block for students. 5. Method: Direct Instruction (Lecture / Video) Duration: 3 minutes Mention again that fractions are used in cooking. Ask students if they can think of how this works. Provide answers that address the accuracy of their responses. Then show a video that explains fractions in the context of cooking (such as the one at http://www.youtube.com/watch?v=DCqYoL1a3a4). After the video, ask comprehension questions and call on students to give answers. Adaptations: Sit within class, preferably near students who may be unfocused so you can remind/prompt them to stay on-task while watching. Call on students who might otherwise disengage from class discussion. Assessment: Students responses to the video should be encouraged and welcomed. If their answers indicate misunderstanding, clarify concepts that are not fully understood. 6. Method: Interaction Instruction (Cooperative Learning) Duration: 5 minutes Each student is to receive one fun-sized Hersheys candy bar and a paper plate or napkin. On paper, students should record fractions as they eat the candy bar. They will start with 0/4 eaten and 4/4 remaining, then 1/4 eaten and 3/4 remaining, etc. This experience should relate to examples of sharing given in the overview (breaking up larger candy bars or bags of food are great, real-world examples of how we use fractions in everyday life). More advanced students may be able to incorporate fraction addition or subtraction into a variation of this activity. If students are ready, the exercise can be made more complex by putting students in groups and considering the total of all their candy bars the whole. Then they will each have a fraction of this whole (each individuals candy bar), and can create more complex fractions by putting themselves in groups and examining what fraction of the whole each groups has. (I highly recommend leaving candy bars wrapped for this, mainly for sanitation purposes.) Adaptations: Students who often need extra help grasping new concepts should be with students who learn new information easily (as students should be in groups of mixed abilities). Thus, students can learn from one another. Whenever a group needs clarication or assistance, be ready to apply concepts from the lesson to answer their questions and show how it relates to the activity. Be sure all students are participating to the best of their ability. Assessment: Observe students behaviors and experiments. If you notice that students are not understanding a part of the lesson correctly, explain their mistake and the correction. After the activity, collect what they wrote (drawings and fractions) and review these responses. If misunderstandings are present, address them later in class or the next day when the topic is reviewed.