Introduction Fractions—Introduction to Writing Fractions 30 Minutes Math 3-The student will name and write fractions (including mixed numbers) represented by a model; English 8- the student will write legibly in cursive
|
|  Yüklə 34 Kb.
|
| Fraction Lesson Plan
Introduction
Learning Objectives Students will:
Teaching Sequence Anticipatory Set -Tell students to sit down in the reading corner -Stand up in front of class and hold up Loreen Leedy’s book Fraction Action -Ask students what they know about fractions -Do you know any common fractions? (1/2, 1/4) -Can you think of any fractions that are used throughout the day? (cooking utensils, telling time) -Tell students that Fraction Action will give more examples of how fractions are used daily -Read Fraction Action to class -Tell students to return to their seats where they will continue to practice their fraction skills
-List fraction examples on the board -Point out to students that there are two numbers that form a fraction -Ask students what they think the two numbers tell us about the fraction -Tell students that both numbers are needed to write a fraction -Explain that the top number is called the numerator and the bottom is called the denominator -Tell students that the denominator describes the number of total objects in the set -Ask students what they think the numerator describes -Explain that the numerator describes the number of “parts under consideration” -Tell students that another way to think of “parts under consideration” is the number of objects that share the similar trait that is being looked at -Model the definitions -Draw a circle on the board and divide it into fourths -Tell students that they are ordering a pizza for their family, but everyone wants different toppings -Tell students that while they want pepperoni, their parents want mushroom, one sibling wants cheese, and another sibling wants green peppers -Tell students instead of ordering four pizzas, they will just order one -Label one fourth with each of these toppings -Tell students that the pizza on the board is the one that arrived at their house -Tell students that to describe this pizza they need to use fractions because it is not a pizza which only has one topping -Tell students to think in their heads what fraction of the pizza is pepperoni -Remind students that they need a numerator and denominator in their answer -Ask students what is the denominator -Tell students the denominator is 4 because there are four parts to the pizza -Tell students that to complete the fraction we need to determine the numerator or the number of parts under consideration -Ask students what is being considered or the specific characteristic that is being analyzed -Remind students that pepperoni pizza is the specific characteristic -Ask students how many parts have this characteristic -Tell students that the pizza is ¼ pepperoni because 1 out of the total four parts has this topping -Ask students to write down on a sheet of paper what fraction of the pizza is not mushroom -Ask a student to give and explain his/her answer -Tell students that the answer is ¾ -Explain that the total parts in the denominator has not change from four, but the numerator has changed to three because the parts under consideration are those that don’t have any mushrooms which is three -Tell students that they are now going to create and write fractions using skittles -Explain to students that they will get to eat the skittles at the end of the activity, but need them to complete a worksheet -Pass out handout -Tell students that they will follow the directions on the worksheet to create and write their own fractions -Walk to each desk and use a ¼ measuring cup to scoop out skittles for each student -Allow ten minutes for students to complete worksheet
-Clap hands to call attention -Ask for student volunteers to write one of their created fractions on the board -Ask for a student volunteer to point out the denominator -Ask another student to explain what the denominator describes in the fraction -Remind students that the denominator is the bottom number that tells the number of total parts -Ask for a student volunteer to point out the numerator -Ask another student to explain what the numerator describes in the fraction -Remind students that the numerator, or top number, describes the number of parts under consideration -Tell students that they did a great job creating fraction with skittles and that they will continue to practice for homework -Homework: -Pass out Fraction Fun handout -Read each part aloud to students -Tell students that their answers will be labeled pictures in addition to writing the correct fraction numerically -Tell students that the worksheet will be collected and graded the following day
-Assessment will be based on the Skittles Fractions worksheet. -Are students properly identifying the numerator and denominator? Are students writing the numerator and denominator in the correct order? Do students understand the terms “parts under consideration”? Did students create two correct fractions of their own?
-Summative assessment will be based on the collected homework. It will follow the scoring guide for Fraction Fun. Students must follow the directions to draw and label pictures in addition to accurately writing the fractions using the part of a set model. (See scoring guideline) References Math Resource CDAssessment ResourcesPerformance Assessments”Fractions” |