Fantastic Fractions and Delightful Decimals

Fantastic Fractions and Delightful Decimals

Chelsea Webb
TESL 220
Cross-cultural Learning and Communication: Understanding the Needs of English Language
Learners in Elementary Schools
Spring 2013

Fantastic Fractions and Delightful Decimals

Table of Contents

Introduction..pages 3-4

ELL Learning Outcomes.pages 5-6

Instructional Strategies..pages 7-11

Work Samples......pages 12-18

Annotated Bibliography..pages 19-20

Summary Reflection...page 21

Referencespage 22

Fantastic Fractions and Delightful Decimals

Introduction
This Instructional Resource Guide will cover the topic of addition and subtraction of
fractions and decimals. The objectives for this guide are found in the Virginia Standards of
Learning (SOLs). The SOL focused on is Grade Four Math 4.5 which says the student willb)
add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8,
10, 12,, using common multiples; c) add and subtract with decimals (Mathematics). The
goal for this guide is to help with teaching fractions, a math topic that many students struggle
with, not just English Language Learners (ELLs). Hopefully, the guide will help to serve a
purpose for all students.
I know that in my classroom I may have students who know little to no English or are in
a developmental stage of learning English. Being in TESL 220, I have a better understanding of
how ELLs develop over time. Upon arrival to the United States, ELLs may be overwhelmed and
going to a new school where they will have to interpret everything that is said can be stressful.
As a teacher, I am aware of how ELLs will develop in the classroom over time. In the
Preproduction Stage or Silent Period (0-6 months), the student will have small amounts of
comprehension and most likely will not verbalize (Hill & Flynn). The student will however nod
yes or no and use drawings to communicate (Hill & Flynn). In the Early Production Stage (6
months-1 year), the student will have some comprehension but this is limited and instead of only
nodding he or she may give one or two word responses (Hill & Flynn). In the Speech Emergence
Stage (1-3 years), the student will have better comprehension and will use simple sentences with
grammar and/or pronunciation errors (Hill & Flynn). In the Intermediate Fluency Stage (3-5
years), the student will have outstanding comprehension and will make small amounts of
grammatical errors. In the Advanced Fluency Stage (5-7 years), the student will be speaking at

Fantastic Fractions and Delightful Decimals

an almost native level (Hill & Flynn). Understanding these stages of development will help me to
create differentiated instruction for my students, so they can all learn the material in a way that
works for them.
I chose to focus on fractions and decimals because it is a topic that many students
struggle with in school today. Many students do not enjoy math classes at all mainly because
they had one bad math teacher, and then they just give up. My goal as a teacher is to be in a
kindergarten classroom, but I would not mind teaching math to higher level elementary grade
levels. I am a math major, so I enjoy doing math. I want students to enjoy math too and not dread
to go to the class every day.

Fantastic Fractions and Delightful Decimals

ELL Learning Outcomes

Learning Outcomes

Add fractions with like denominators

Subtract fractions with like denominators

Add fractions with unlike denominators

(2, 3, 4, 5, 6, 8, 10, 12)

Subtract fractions with unlike denominators

(2, 3, 4, 5, 6, 8, 10, 12)

Add decimals

Subtract decimals

How to Achieve These Outcomes

-Review addition of whole numbers
-Review what fractions are
-Teach to add the numerators and leave
denominators alone
-Review subtraction of whole numbers
-Review how to add fractions
-Teach to subtract the numerators and leave
denominators alone (similar to addition of
fractions)
-Review addition of fractions
-Review multiplication facts
-Teach how to find a common denominator by
listing multiples of each denominator
-Show that once there is a common
denominator the problems are just like the
ones we did before
-Review subtraction of fractions
-Review how to find a common denominator
by listing multiples of each denominator
-Show that once there is a common
denominator the problems are just like the
ones we did before
-Review what a decimal is
-Teach to line up the decimal point and then
add as normal
-Review how to add decimals
-Teach to line up the decimal point and then
subtract as normal

The chart on above illustrates what I would like for students to know in my fourth grade
classroom after we complete a unit on fractions and decimals. The chart is a rough sketch on how
I plan to approach each outcome. I go into more detailed instructional strategies and activities on

Fantastic Fractions and Delightful Decimals

pages seven through eleven. The learning outcomes presented are mathematical concepts that all
students need to know so they can succeed in high level math courses.
Mathematics is hard subject to teach to ELLs because math itself is a language
(Moschkovich). As an ELL, I can imagine it being difficult to learn the English language in the
classroom to communicate, read, and write and then also have to learn the language of
mathematics. To get ELLs to engage more in math, I can focus on students mathematical
reasoning, not accuracy in using language (Moschkovich). Rather than focusing on the fact that
the student did not describe the problem using correct terminology, focus on whether or not they
executed the problem correctly. Also, do not have a list of math-related vocabulary words and
definitions (Moschkovich). Students will learn the terminology as they get more into the content.
I will go into more differentiated instruction for ELLs in the next section.

Fantastic Fractions and Delightful Decimals

Instructional Strategies
Add fractions with like denominators:
To begin teaching addition of fractions, I will first go over addition of whole numbers to
make sure that all of the students are comfortable with addition. I will pass out small dry erase
boards and dry erase markers to each student. I will then write a problem on the board and say it
aloud, and they will be responsible for writing down the answer. Then, I will ask them to hold up
their dry erase board, and I will quickly scan the room to make sure everyone has written the
correct answer. For example, I would write 5+3=? on the board, the students would write down
their answer, I would ask for them to hold them up, and I would check for correct answers. If a
student gets one wrong, I will have another student explain to him or her how to get the correct
answer.
After reviewing addition of whole numbers, we will review fractions and what they are. I
will ask students what they do remember about fractions before I show them the Fraction Wall.
The Fraction Wall is a diagram of how fractions are divided and put together to make a whole.
I will post this on the board for our fraction unit. The Fraction Wall will look similar to this:

From http://pinterest.com/pin/179018153909202165/

Fantastic Fractions and Delightful Decimals

I will then demonstrate on the board that if the bottom numbers of the fractions,
denominators, are the same number, then the top numbers, numerators, can simply be added like
whole numbers and the denominator stays the same. I will do a few more examples, and then I
will pass out a practice sheet for the students to do and hand in after they have completed it.
Subtract fractions with like denominators:
To teach subtraction of fractions, I will go through a similar process to addition of
fractions. I will begin by reviewing subtraction of whole numbers. I will have the class count off
into groups. Each group member will be asked to take out a sheet of paper and a pencil. I will
write on the board a problem, and they are to work the problem on their own paper. Once
everyone in the group has finished, each student will share his or her answer. If someone gets a
problem wrong, the group will need to help explain to that student what the correct answer is and
why. I will be available for questions at any time.
After reviewing subtraction of whole numbers, I will ask in anyone remembers how to
add fractions. I will write an addition of fractions problem on the board and ask a student to
come up to the board and write the correct answer. If no one has any questions about adding
fractions, then we will continue on to learn about subtracting fractions.
I will write a problem on the board and show the students that subtracting fractions with
like denominators is the similar to adding fractions with like denominators. The numerators are
subtracted and the denominators remain the same. To illustrate this concept, I will give each
group construction paper and one subtraction problem. Their goal is to cut the paper into the
appropriate number of pieces, and then they will use the pieces to show the subtraction problem.

4 2
=?
I will observe each group. For example, group one will have the problem 5 5
. They

Fantastic Fractions and Delightful Decimals

will cut their paper into five equal sections, lay out 4 pieces and then take away 2 pieces to get an

answer of

2
5 .

Add fractions with unlike denominators:

Teaching addition of fractions with unlike denominators is a bit tougher than teaching
addition of fractions with like denominators. I will begin by reviewing how to add fractions with
like denominators. I will write a few problems on the board and ask students to raise their hand if
they know the answer. I will also review fraction multiplication and multiples of numbers.
After reviewing, I will begin to teach how to add fractions with unlike denominators. We
need to find a common denominator between the two fractions. For example, if the problem said
3 2
+ =? , then we would need to list the multiples of 4 and 7 not including 1.
7 4
4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
7: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70
After we list the multiples of 4 and 7 going up to 10, we see that both of them have the number

th

28 in common. For the number 4, 28 is the 7 term so we need to multiply our fraction

th

7. For the number 7, 28 is the 4 term so we need to multiply our fraction

3
7

2
4

by

by 4. We end up

Fantastic Fractions and Delightful Decimals

with

10

14 12 26
+ =
28 28 28 . Once the denominators are the same, we can add the numerators just like

we did before and leave the denominators alone. We will go over simplification at a later date.
Subtract fractions with unlike denominators:
Subtracting fractions with unlike denominators is the same concept as adding fractions
with unlike denominators. We will review how to subtract fractions with like denominators first.
To review students will be asked to write down a few problems and draw a visual depiction of
the problem. I will also review with them how to add fractions with unlike denominators.
After we review, I will teach them a different way to find a common denominator.
Another way to find like denominators is simply by multiplying one fraction by the opposite

denominator and vice versa. For example,

5 1
=?
8 2

So, we would take

5
10
2=
8
16

and

1
8
8=
2
16 . Since we have found our common we can subtract the numerators just like we did

before. So,

10 8
2
=
16 16 16 . This method of finding a common denominator is faster than

writing out all of the multiples, however, this is not the least common denominator between 8
and 2. We will talk more about this when we go over simplification of fractions.
Add decimals:
To teach addition of decimals we will review what a decimal is first. I will have the
students tell me how to go from decimal to a fraction. They will also have a greater than/less

Fantastic Fractions and Delightful Decimals

11

than worksheet to complete as review. The worksheet will ask the students to determine whether

or not the fraction in the problem is greater than or less than the decimal. For example, Is

1
3

>, <, = .5? The student would need to circle the correct answer, in this case <.
Now that we have reviewed decimals, we can talk about how to add them together.
Decimals are much easier to think about than fractions are when it comes to addition. All we
have to do is line up the decimal points, add some zeros where we have blank spaces, and add
like normal. For example,

04 . 23

+ 24 . 80
29 . 03
Adding decimals is as simple as that. The students will have some take-home problems to turn in
the next day.
Subtract decimals:
Subtracting decimals is the same as adding decimals except we must remember all of our
rules of subtraction. We will review addition of decimals and the rule about lining up our
decimals before we are able to add or subtract. I will also tell the students to reference the
subtraction poem I will have posted in the classroom. The subtraction poem will look something
like this:

Fantastic Fractions and Delightful Decimals

12

From http://theinspiredapple.blogspot.com/search?q=subtraction+poem

I will have the students say the poem with me aloud a couple times so we remember how to
subtract correctly.
We can use the subtraction poem when subtracting decimals as well. We just have to
make sure to line up our decimals and we can subtract just like we do with whole numbers. I will
have students work in groups on a set of problems, and then have them share their group answers
with the class to make sure no one had any trouble.

Fantastic Fractions and Delightful Decimals

Work Samples:
Student Work Sample #1:

13

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14

The student did will with the subtraction of the numbers but he or she is not clearly
visualizing the equal parts that the whole rectangle or circle needs to be divided into. To make a
clearer visual for the student, we can make a Fraction Flip Book. On each page of the flip
book, the student will have the name of the fraction (i.e. thirds or fifths), how many equal
parts it takes to make a whole, a circle diagram, and a rectangular diagram. The flip book will
help to visualize the equal parts we are looking for. The Fraction Flip Book will look like this:

From http://buzzingwithmsb.blogspot.com/search?q=fractions

Fantastic Fractions and Delightful Decimals

15

Student Work Sample #2:

This student did not understand how to find multiples of each denominator. Instead, he or
she cross-multiplied and could not find any common number between the two denominators. So,

Fantastic Fractions and Delightful Decimals

16

the student added straight across the top and bottom of the fraction. A more visual way of
teaching how to add and/or subtract fractions with unlike denominators does exist. They are
called Butterfly Fractions.

From http://www.moveitmaththesource.com/realfractions/butterflyfractio.html

Butterfly Fractions are a great way to teach addition/subtraction of fractions with unlike
denominators. The diagram above shows every step that needs to be taken. First, draw the
wings crossing over in a diagonal. Then, draw some antenna on the top of the butterfly. On the
inside of the antenna, we will write the answer to the multiplication of the diagonals. Then, we
draw a small tail on the butterfly and multiply the denominators. Then, we add or subtract the
two antenna numbers and leave the denominator the same. Simplify when necessary (we will get
to simplification later on).

Fantastic Fractions and Delightful Decimals

17

Student Work Sample #3:

This student lined the digits of each decimal up instead of lining up the decimal point. He
or she also did not add zeros into the blank spaces which could have helped to visualize the
problem more. I have come up with an acronym to help students remember the steps to take

Fantastic Fractions and Delightful Decimals

18

when adding decimals. The acronym is Llamas Are not Angry. Llamas stands for line up
the decimal points, Are not stands for add zeros in blank spaces, and Angry stands for
add like normal. I will have a poster in the classroom with the saying on it, and the poster will
have pictures to illustrate what the saying means.

Llamas

line up the decimal points

4 . 25
+ 74 . 069

Are not
HAPP

add zeros in blank

04 . 250
+ 74 . 069

spaces

Angry

add like normal 04 . 250

+ 74 . 069
78 . 319

Image from http://iwastesomuchtime.com/on/?i=33774

Another way I can help this student and other students who may be struggling is to do a
visual place holder activity. Each student will have a small bag of Skittles and a place holder
table. Students will be asked the same problems as above and will use the Skittles in the place
holder table to represent each problem. For example,
Problem
#1

Hundreds
(100s)

Tens
(10s)

Ones
(1s)

27.1

Decimal
(.)

Tenths
(10ths)

Hundredth
s
(100ths)

+
.05

.
.

Thousandth
s
(1000ths)

Fantastic Fractions and Delightful Decimals

Hopefully, by visualizing this, the concept of adding decimals will be better understood by all
student not just ELLs.

19

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20

Annotated Bibliography:
1. Butterfly fractions (n.d.). Retrieved from http://www.moveitmaththesource.com/
realfractions/butterflyfractio.html

2. Hill, J., & Flynn, K. (n.d.). Retrieved from http://www.ascd.org/publications/books

/106009/chapters/The-Stages-of-Second-Language-Acquisition.aspx
This website provides a very nice simplified chart of the developmental stages of English
Language Learners. The chart helps to simplify everything we have learned in class into
one nice document to glance at and refresh my memory.

3. Mathematics standards of learning for Virginia public schools - grade 4. (2009,

February). Retrieved from http://www.doe.virginia.gov/testing/sol/standards
_docs/mathematics/2009/stds_math4.pdf
This article is the fourth grade math SOLs. I am focusing the most on fractions and
decimals for my project. Understanding the SOLs will help me to find some cute, fun
ways to teach fractions and decimals. Also, reading through the descriptions helps me to
understand what a fourth grader should understand at this level of math.
4. Moschkovich, J. (n.d.). Mathematics, the common core, and language: Recommendations
for mathematics instructions for ELs aligned with the common core.
Understanding Language: Language, Literacy, and Learning in the Content
Areas, Retrieved from http://www.sccoe.com/depts/ell/accountability/13thannual/
11_KenjiUL Stanford Final 5-9-12 w cover.pdf

This article shows that mathematics is another language all in itself. The article tries to

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21

make teachers aware that math can be difficult for English Language Learners because
they are already learning the English language and will have to learn the language of
math as well. The article gives great recommendations on how to connect math content to
language.

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22

Summary Reflection:
This assignment was a lot of fun to do. I enjoyed coming up with fun creative ways to
teach ELLs material that they may not fully understand in a regular classroom setting. The
assignment was somewhat challenging because I did have to make sure that I had enough visuals
in the teaching of the material so that ELLs could follow along even if they did not know what I
was saying. Being able to come up with an Instructional Resource Guide will be very helpful in
the future when I am in the classroom. If I have students that do not understand the topics I am
covering, I can make a guide to help myself re-evaluate my current lesson plans.
As a teacher, being culturally and linguistically diverse is very important. I need to know
my students and how they learn in the classroom. I want to get to know my students on a
personal level as well because they can teach me so much about different cultures and customs
that I can use later on in my life or in the classroom. I want to make my classroom a community,
and I hope that my students will want to engage with others about their lives so we can all learn
from one another. Being in TESL 220 has opened my eyes to many situations that may occur in
the classroom. I would not have expected to encounter some students like the examples that Dr.
Stallions has given us in class. I do not know how I would have responded in some of the
situations that she described, but hearing her stories has helped me get a grasp on how to handle
situations with not just ELLs but any student that is struggling.
Overall, the assignment bettered my understanding of ELLs and how they develop
throughout their time in the classroom. I also got to be creative in planning lessons and making
them easy to understand for all students. I have also learned that being culturally and
linguistically diverse is important in the classroom as well in everyday life.

References:

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23

Butterfly fractions (n.d.). Retrieved from http://www.moveitmaththesource.com/realfractions

/butterflyfractio.html

Hill, J., & Flynn, K. (n.d.). Retrieved from http://www.ascd.org/publications/books /106009/

chapters/The-Stages-of-Second-Language-Acquisition.aspx

Mathematics standards of learning for Virginia public schools - grade 4. (2009, February).
Retrieved from http://www.doe.virginia.gov/testing/sol/standards _docs
/mathematics/2009/stds_math4.pdf

Moschkovich, J. (n.d.). Mathematics, the common core, and language: Recommendations

for mathematics instructions for ELs aligned with the common core. Understanding
Language: Language, Literacy, and Learning in the Content Areas. Retrieved from
http://www.sccoe.com/depts/ell/accountability/13thannual/11_KenjiUL Stanford Final 59-12 w cover.pdf