OBJECTIVES:
The student should be able to:
• Identify and name fractions that represent 1 part out of any number of equal parts of a whole. (knowledge)
TIME: 60 minutes
MATERIALS
Appendices A and B
Computer
Television
paper plate
graham crackers
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will have a pack of graham crackers. She will explain that she would like to share with her 3 friends; however, she only has a whole piece. She will think aloud the process of cutting the graham cracker in fourths.
ACTIVITY:
Teaching Model: The teacher will explain that when she was breaking the graham cracker into four pieces she was creating a fraction with the denominator of 4. The teacher will model the name of fractions through a PowerPoint. (Appendix A) The teacher will explain that fractions all have a denominator and a numerator. The teacher will show a video (by Unitedstreaming) that shows the parts of fractions. The first video is 2:35 minutes long and it explains halves. The second video is 0:42 seconds long and it explains how to divide fractions in fourths.
The teacher will model fractions with a paper plate. She will explain ways to divide them in ½, ¼, ¾ etc….
Guided Practice: : The students will identify and name fractions through the use of movement. The teacher will have the students in groups of four and five. The teacher will write a fraction on the board and the students will have to move accordingly. For example, if the teacher writes ¼ on of the four students will spin around. The teacher will ask what is the denominator? She will explain that the denominator is the bottom number that represents all of the pieces as a whole. How many students are moving? The teacher will explain that that is the numerator. The teacher will then have the students make up their own fractions according to movements. The students will have to perform in front of the class. The class will have to identify the fraction that is being performed. For example, a group might have 4 people and two might spin while the other 2 are stationary. Their fraction would be 2/4. The teacher will then add 2 groups together to make more arrangements of fractions.
Independent Practice: Students will identify and name fractions by completing an activity sheet (Appendix B). The activity sheet has a variety of fractions.(whole, halves, thirds, fourths, sixths, and eights) The teacher will say different phrases and the students will have to identify and name the fractions. For instance, I had a pizza that was cut into 4 pieces, but I was very hungry, so I ate ¾ of the pizza. The student will then choose the fraction that is divided into four pieces and shade in three pieces. The student will then write the name of the fraction.
Closure: The teacher will ask students different ways they can use fractions in everyday life. (A.R. sharing, cooking, making things etc…)
EVALUATION/ASSESSMENT:
The teacher will assess students through observation and spot-checking during guided and independent practice. The teacher will also collect and check activity sheets completed during the independent practice.
ART CONTENT/CONCEPTS:
D-CE-E1 Use kinesthetic awareness, proper use of space and the ability to move safely;
(1, 2, 5)
D-CE-E3 Recognize and explore dance as a way to create and communicateideas and feelings (1, 4)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE: 2 Model the concept of thirds, fourths, fifths and sixths using regions, sets, and fraction words (e.g., one-third, three-fourths, five-sixths) (N-1-E)
GLE 38: Adjust speaking tone and volume to suit purpose, audience, and setting (ELA- 4-E1)
GLE 39: Give/relate multi-step directions to classmates (ELA-4-E2)
GLE 42: Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4)
MODIFICATIONS | ACCOMODATIONS:
The teacher will give repeated directions.
The teacher will allow extra time for completing assignments.
The teacher will provide one-on-one assistance if necessary.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
Overall, teaching fractions through the use of movement went very well. The students showed growth overall. The students were actively engaged throughout the lesson. I thought of a few things that could have been added to enhance the lesson. My instructional objectives were met through the use of movement. When the students received their independent practice, they were answering the questions accurately.
The only altercation I made to this lesson was adding groups together to make larger denominators. The students really were enjoying the lesson.
Even though the lesson really went well, there are a few things to consider. One thing that must be clearly stated in order for the lesson to be effective is clearly stating the directions. After you state the directions, randomly call on students to restate the directions. I used one group to demonstrate the assignment.
REFERENCES:
Louisiana Math Standards and GLE’s
Unitedstreaming - http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=A309C790-019C-4ABD-A67A-C6419271C522
Harcourt
GALLERY
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