Disse

1 Fraction Lesson Plan Kira Disse Teaching Elementary Mathematics Dr. Stohr-Hunt

Disse 2 Creating shapes Introduction Lesson topic: Identifying parts of a fraction Length of lesson: 30 minutes SOL K.5 The student will identify the parts of a set and/or region that represent fractions for halves and fourths.

Cognitive Objectives Students will: Construct a whole, using halves and fourths Identify which pieces represent halves and which represent fourths. Discover different ways to put together a whole, using fractions

Materials and Advanced Preparation Murphy, Stuart J. (1996). Give Me Half. USA: HarperCollins. One 9x 9 square crust, made of tan construction paper, with lines drawn on it, dividing it into halves and fourths (1 per child) One 9x 9 cheese pizza, made of yellow paper, with a line drawn down the middle (1 per child) One 9x 9 pepperoni pizza made of paper (with red dots on top), with lines drawn on it, cutting pizza into 4 parts (1 per child) Make one large example (with brown crust, cheese, and pepperoni pizzas) to use to model in front of the class Scissors Glue Dry erase board (for teacher) Tape

Teaching and Learning Sequence Introduction/Anticipatory Set Ask the class if they have ever had to share a sandwich or pizza with other people? What did they (or their grown-up) have to do to help share it? If you were sharing it with just one person, what did you have to do? Did you have to split it in half? What does it mean to split something in half? Tell the class that we are going to read a book about sharing a pizza. Lets look and see how they split it up.

Disse 3 Read the book for fun Lesson Development Ask students how the pizza was divided up? Was it fair? How many pieces did they each get? Could they have each gotten more pieces of pizza? Could they have divided the pizza up if it was a different shape, like a square or rectangle? Why or why not? Hmm, well we are going to find out. Explain that we are going to build our own pizzas out of paper (rectangles). Show the class the larger version of the pizza, Show them the large cheese pizza Ask the class what you should do if you have a friend who wants cheese pizza too? How would I make sure we get equal amounts? Re-define equal How many pieces you would have if you cut the pizza in half. Cut the cheese pizza in half, and display the two pieces on top of the brown paper (the same full pizza size) Show them the pepperoni pizza next Ask what you should do if you had three friends coming over for pizza? How many pieces would we need? How would we make sure that everyone gets an equal amount this time too? Cut the pieces and ask students how many pieces there are? Ask if there are enough for myself and my three friends Then set down both the cheese and pepperoni pizzas and ask students if they are the same size? Ask how they know. Tell students that they are going to create their own pizzas using the pepperoni, cheese, or both. Challenge students to think through how they could fit both cheese and pepperoni on their pizza crust. Show them the lines on the pizzas, where they will need to cut out the slices. Next they will lay out their slices so that they evenly fill the crust Once they have decided on their pizza, they may glue it down. Tell students that once they have all their pieces, they may start to put their pizzas together While they are working, observe who is cutting on the lines and who is putting the correct number of slices onto the crust. Help when needed. Closure Once students start to finish up their work, call them back to the carpet Call on students to explain their pizzas they chose to make and how many slices made up the whole pizza. How many slices of cheese are there on a cheese pizza? Hold up a slice of cheese and state that it is one out of two slices. Tape the slice on the board

Disse 4 on top of the brown pizza crust. Write 1/2 on it. Do the same with the second slice. Hold up the pepperoni pizza and ask how many slices there are? Hold up a slice of pepperoni and state that it is one out of four slices. Tape the slice on the board on top of another brown pizza crust. Write 1/4 on it. Do the same with the rest of the slices. Tell students that we just made fractions. Ask for what the fractions are. Ask students to share anything they see (ie that the denominator is how many slices there are total, or that there is a 1 on top of both).

Assessment Formative While modeling the activity, the teacher will pay attention to any questions students have. During the individual work, the teacher will look to see who is filling his/her pizza evenly with slices, as well as who is cutting and pasting correctly The teacher will listen to responses and observations students share about their fractions Lastly, the teacher will listen to which students are agreeing that each pepperoni slice is one fourth of a pizza and that each cheese slice is one half. Summative After a week of revisiting this conversation and exploring fractions at stations, using Cuisenaire rods (ie: students will build trains by copying pictures of patterns on cards, or they will build a certain length train using different color combinations) the teacher will meet with students in groups. The teacher will meet with students in small groups of 3 or 4 (grouped by skill level) at teacher/student worktable. There, she will show students fraction strips of one whole, 2 halves, and 4 fourths. The students must make a whole using the halves, and then the fourths. She will then ask how many fourths make a whole and how many halves make a whole. The teacher will observe which students can name halves and quarters and explain how many make a whole.

References Murphy, Stuart J. (1996). Give Me Half. USA: HarperCollins. Commonwealth of Virginia Department of Education. (2009). Mathematics Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Appended Materials

Disse 5 Curriculum Framework K.5 Curriculum Framework: K.5 SOL K.5 The student will identify the parts of a set and/or region that represent fractions for halves and fourths. A fraction is a way of representing part of a whole (as in a region/area model) or part of a group (as in a set model). Informal, integrated experiences with fractions at this level will help students develop a foundation for deeper learning at later grades. Understanding the language of fractions furthers this development (e.g., fourths means four equal parts of a whole or represents one of four parts of equal size when a pizza is shared among four students). Understand that fractional parts are equal shares of a whole region or a whole set. Recognize fractions as representing parts of equal size of a whole. Given a region, identify half and/or a fourth of the region. Given a set, identify half and/or a fourth of the set. Instructional Modifications to ASSIST Students Provide examples of both pizzas already made, with the divided lines drawn on top. Have student glue matching slices on top. Instructional Modifications to CHALLENGE Students Provide another veggie pizza option (cut into eights) If advanced in writing, have student write down how many slices there are of each type of pizza. Have student practice writing the correct fractions for each slice. Have student add the top numbers numerators of all the fractions for each type of pizza. Write about findings. I pledge that I have neither given, nor received unauthorized assistance during the completion of this assignment. Kira Disse Instructional Content