Allison Hedden FRIT 8530: Applications of Instructional Technology Understanding by Design Lesson Introduction to Fractions Summer 2011

Title of Unit

Introduction to Fractions

Grade Level

Georgia Performance Standards

M2N4. Students will understand and compare fractions. a. Model, identify, label, and compare fractions (thirds, sixths, eighths, tenths) as a representation of equal parts of a whole or of a set. b. Know that when all fractional parts are included, such as three thirds, the result is equal to the whole.

Process Standards:
M2P1. Students will solve problems (using appropriate technology). a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. M2P3. Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely. M2P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. M2P5. Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena.

Goals/Objectives/Understandings
Students will:
y y y Understand that the numerator of a fraction is the top number and represents the part of the whole. Understand that the denominator of a fraction is the bottom number and represents the total number of parts in a whole. Identify the fraction that corresponds with its pictorial representation.

y y y

Compare simple fractions with common denominators in order to determine which is greater and which is less. Explain why a larger denominator indicates smaller parts and why a smaller denominator indicates larger parts. Model representations of fractions with denominators less than tenths.

Related Misconceptions:
y y The denominator of a fraction is the remaining portion after the numerator is subtracted. In order to solve a problem involving factions, you add the numerator and the denominator together.

Essential Questions: Overarching Questions:

y y y y y What is a fraction? How do we use fractions in our everyday lives? What is the difference between a part and a whole? How does technology help make our learning experiences better? Why is it so important to understand what each part of a fraction represents?

Topical Questions:
y y y y y y What does the numerator (or top number) of a fraction represent? What does the denominator (or bottom number) of a fraction represent? How can we use technology to contribute to our understanding of fractions? How does the amount of each part change as the denominator changes? If you have two fractions with the same denominator, how can you tell which is greater? How can you tell how many parts of a fraction make a whole?

Knowledge and Skills

Knowledge
Students will know: y y y y y A fraction is a representation of a whole divided into equal parts. The numerator of a fraction represents a portion of a whole. The denominator of a fraction represents the entire whole. The greater the number of equal parts of a fraction, the smaller the size of each part. Fractions with equal denominators can be

Skills
Students will be able to: y y Explain the difference between a numerator and denominator of a fraction. Explain the similarities and differences between fractions with different denominators. Interpret real-life scenarios in which we use fractions to represent parts and wholes. Apply understanding of fractions in order to create a visual model of multiple fractions.

y y

compared using the numerators. (For example, two-fourths is less than threefourths.) A fraction with the same value as both numerator and denominator represents a whole.

y y y

Apply technology and creativity in order to create a visual project. Have perspective of the relationship between a part and a whole. Empathize with their classmates during group work in order to collaborate and create successfully. Have self-knowledge regarding why it is important to understand and utilize fractions throughout life, particularly how it will apply to specific aspects of their lives.

Assessment Evidence
Performance Tasks:
Students will create fractional models with multiple denominators using halves, thirds, fourths, sixths, eighths and tenths. Process: With a partner, and using a method of their choice (construction paper, Microsoft Paint, magazine clippings, drawing with markers, posters, etc.) students will create a visual representation of multiple fractional models. They must include a visual representation of five different fractions and label each with the corresponding fraction. Students are encouraged to be creative and collaborate with peers effectively. If problems arise, students may be given the option to work individually.

Other Evidence:
Journal Responses: Students will journal in order to make connections to prior knowledge of fractions and summarize new knowledge. Informal Assessment: Class discussion and use of dry-erase boards to identify fractions.

Fractional Model Project Rubric

Does Not Meet Expectations: 1 point Fractional Models Students create less than 3 fractional models. Less than two models are drawn and labeled accurately. Approaching Expectations: 2 points Students create 34 fractional models. At least three models are drawn and labeled accurately. Students demonstrate some creativity in medium and style of project. Project is slightly or not visually appealing. Meets Expectations: 3 points Students create five fractional models. At least four models are drawn and labeled accurately. Students demonstrate creativity in medium and style of project. Project is visually appealing. Exceeds Expectations: 4 points Students create more than five fractional models. Each model is drawn and labeled accurately. Students demonstrate exceptional creativity and originality in medium and style of project. May have selected an option not listed as an example. Project is visually appealing Score

Creativity

Students do not demonstrate creativity or originality in medium and style of project. Project is not visually appealing. Little or no effort is evident.

Collaboration

Group members do not work well together throughout the development and creation of project. Respect is rarely displayed by members.

Group members do not consistently work well together throughout the development and creation of project. Respect is displayed by all or some members occasionally.

Group members work well together throughout most parts of the development and creation of project. Respect is usually displayed by all members.

Group members work well together throughout project to develop ideas, create project, and troubleshoot. Respect is consistently displayed by all members.

Total Score (__/12):

Learning Experiences
Day 1

1. Begin unit with an opening Essential Question in order to spark interest and make connections to previous knowledge. (What do you know about fractions? How do we use fractions in our everyday lives?) Discuss the difference between part and whole, using examples such as portion of a book read, food/drink consumed, portion of the class with a specific characteristic or opinion, etc. Have students write a short paragraph in their math journals describing situations in which they have encountered a part and a whole. (H, W) 2. View Video Podcast: Introduction to Fractions. Allow students to use journals or dry-erase boards in order to respond to the question during video. (W, Eq, O, T) 3. After viewing, discuss examples listed in videos in order to review. Allow students to discuss video, addressing ways in which they now understand the concept of a fraction better and ways in which they are still confused. (R, O, Ev) 4. In their math journals, students will draw representations of an assigned fraction with a numerator of 1 for practice. For example, give one group of students , one group of students 1/3, and so on. Allow students to discuss different ways in which to draw a representation (circles, rectangles, triangles, items like stars or circles that can be colored, etc.). Students must have equal parts and the numerator of the fraction must be shaded. Give students time to determine multiple ways to draw the same fraction. Come together again as a whole-group and give students opportunities to share. Correct misconceptions and give additional examples as necessary. (W, Eq, R, Ev) 5. Review again that the numerator represents the part being indicated and the denominator represents the whole (all pieces of the item). (W, Ev)

Day 2 Materials needed: Brownies or rectangular cake, enough for all students to have a small piece, knife, plates and/or napkins.
1. Remind students of pizza sharing scenario given in the video podcast. Explain that we will be doing a similar activity in class, but we will have no surprise visitors (hopefully). Show students brownies and discuss options for cutting brownies. Tell students YOU think it s fair to make a cut like this (cutting off a large portion) for yourself. Students may groan about how this is not fair, so ask them what they think about making things fair so everyone can get a piece. Allow them to discuss options, and guide them toward the fact that all parts must be equal. (H)

2. Once students have determined that pieces must be equal, ask them what else you need to know in order for everyone to have as much as possible. Guide them through discussion in order to determine that there must be one piece for each student, so our denominator, or total number of

pieces, must be the number of people in the class who want a piece of brownie. (What does the denominator (or bottom number) of a fraction represent?) (W, O, Eq, R) 3. Begin cutting brownies and give each student a small piece. Ask if any students know what fraction their piece of brownie represents. (If you have any extra pieces or crumbs, you can reward that student.) For example, if there are 24 students in the class, the fraction would be 1/24. (W, Eq) 4. Have students journal about their experience and answer these essential questions: How does the amount of each part change as the denominator changes? If you have two fractions with the same denominator, how can you tell which is greater? How can you tell how many parts of a fraction make a whole? (W) 5. Review that the whole (denominator) of the brownies was 24 and that the numerator represents the number of pieces of brownies eaten. (W, Ev, R)

Day 3-4

1.

Students will have the next day or two to complete a visual project in order to represent multiple fractions. Give students a copy of the Fractional Model Project Rubric for their reference throughout the project. Assign groups based on learning styles or allow students to choose group members based on interests. Encourage students to be creative and provide a variety of materials for their use (construction paper, markers, small objects like stickers or poof balls, magazines, etc.). Allow students to brainstorm project with group members and let them know they may bring objects from home in order to complete the project. (R, Ev, T, O) When describing rubric, emphasize that students must create a representation of five different fractions. The numerator must be shaded, circled, etc. in order to demonstrate the numerator, or part. The denominator must be the entire number of parts, or the whole. Remind them that collaboration is key in this assignment, so they must be respectful of each other s ideas. (R, Ev, T, O)

2.

3. Give students ample time to complete assignments, remediating concepts as necessary. (R, T)

Notes to the Instructor

Due to the fact that second-grade students have little prior knowledge regarding fractions, an informal pre-assessment will be given. This involves a basic discussion the first day. Students are able to voice any prior knowledge they may have at this time. The freedom of selection of final product of the fraction models is in order to allow

students to express themselves based on their individual learning styles and interests. This allows for differentiation of the product of this assignment. The instructor may need to be exceptionally creative with students with less-typical learning styles or individual needs. Students who are being monitored for RTI purposes and those whose performance on the Language Arts portion of the CRCT did not meet expectations will be given additional time to complete portions of the assignment, additional individual help from the teacher, and small group instruction remediating concepts if necessary.

Additional Resources

Fraction Pizza Game: http://www.softschools.com/math/fractions/games/ Bamzooki Fractions Basic Game: http://www.bbc.co.uk/schools/ks2bitesize/maths/number/fractions_basic/play.shtml Identify Fractions with Circles: http://www.visualfractions.com/IdentifyCircles/identifycircles.html Crossing the River Game: http://www.harcourtschool.com/activity/cross_the_river/

References

(2005). Pizza fractions game. Retrieved from http://www.softschools.com/math/fractions/games/ BBC. (2011). Bamzooki fractions basic. Retrieved from http://www.bbc.co.uk/schools/ks2bitesize/maths/number/fractions_basic/play.shtml Cox, K. (2008, September 11). K-2 mathematics Georgia performance standards. Retrieved from https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/Grades_K2_Mathematics_Standards_REVISED_September_11_2008%5Ba%5D.pdf Harcourt School Publishers. Cross the river. Retrieved from http://www.harcourtschool.com/activity/cross_the_river/ Landrum, T. J. & McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18(1), 6-17. Rand, R. E. (2011) Identify fractions with circles. Retrieved from http://www.visualfractions.com/IdentifyCircles/identifycircles.html