19 March 2014 Math Lesson Plan Fun with Fractions Description: Students will demonstrate understanding of fraction relationships

by representing fractions in a variety of ways. Furthermore, students will explore sets of fraction strips and work with equivalent fractions. Standards: MA.3.1.8 2000 Show equivalent fractions using equal parts. MA.3.1.10 2000 Given a pair of fractions, decide which is larger or smaller by using objects or pictures. Context: 3rd grade, classroom setting, students will be grouped in pairs. Materials:  Sheets of construction paper in six different colors (cut into three 6 × 24 strips; each child will need six strips, one of each color)  Scissors  Students’ individual math journals  Writing utensils  Chart paper Procedure: This lesson will begin with assessing students’ prior knowledge about fractions in their everyday lives. Developing this schema will allow students to make connections about how important it is to understand fractions and their purpose in our society. The teacher will ask students to deliver some examples, which may include the following samples: dividing treats in half (1/2), cutting pizza into equal slices (8/8), or how much of the pie was eaten at dinner (3/8). Next, the teacher will hand out six strips of paper in six different colors to each pair of students. The teacher will specify one color and have the students hold up the fraction strip of that color. This full strip will represent the “whole”. The teacher will have the students write “one whole” on this fraction strip. This is a good time to ask students why the term whole is included in the labeling instead of 1. Doing this eliminates confusion between the numeral 1 in fractions such as ½. Next, the teacher will ask students to pick a second strip of any color, fold it, and cut it into two equal pieces. Students will be given the opportunity to think about what to call these new pieces [“onehalf” or ½]. This will lead to rich student discussions about fraction terminology, especially for the next four strips. The next step will include the students taking the third strip, folding it twice, and dividing it into four congruent pieces. Like before, the teacher will ask students what they think these four new strips should be called [“one-fourth” or ¼]. The students should label these strips according to what they deem is correct with either their partner or with

the whole-class consensus. The teacher will ask the students to repeat this process of folding, cutting, and naming the strips for thirds, sixths, and eighths. After each pair of students has created their fraction strips, the teacher will begin asking prompting and guiding questions. The questions may include the following: “which strip is ½ of the whole”, “which strip is ¼ of the whole”, “which strip is 1/6 of the whole”, etc. The teacher will have the students work in pairs to line up their fraction strips and find as many relationships as they can. For instance, they might notice that three of the 1/6 pieces are equal to two of the ½ pieces, or that two of the 1/3 pieces are equal to four of the 1/6 pieces. The teacher will ask students to record these relationships in their math journals. When they have finished, the teacher will ask them to share the relationships they discovered. This is the time when the teacher will write down the students’ noticings of these relationships on chart paper and discuss. Students may notice that one whole is the same as 2/2, 4/4, 8/8, 3/3, or 6/6. Another example includes the relationship between 1/2, 2/4, 4/8, and 3/6. Some students may discover that when fraction strips are the same length, they represent equivalent fractions. Students may also notice that for each of these fractions, the numerator is 1/2 of the denominator.

Assessment: There are many ways in which the teacher could assess students’ understanding and comprehension of this activity. Individual assessment could be reached through the use of students’ math journals. Throughout the whole lesson, the teacher should be walking around having conversations about what each pair of students are observing and discovering of fractions. Furthermore, the teacher will be listening for dialogue that promotes the discovery of the mathematical practices. Adaptations: Noticing the classroom is full of diverse learners, the teacher can offer extra time for students who struggle with focusing (ADHD), need a longer period of time processing a

task (dyslexia), or have a language barrier (ELL). Pairing the students in a way that each partner challenges the other or is within the zone of proximal development are favorable strategies to ensure optimal learning in this activity. The teacher can provide pre-made fraction strips for students with physical disabilities so the time crunch doesn’t hinder the students’ learning. Reflection: Even though I have not yet had the opportunity to teach this complete lesson, I was able to introduce it to my peers in Block B. I definitely believe my classmates were engaged with my lesson because I received a great deal of positive feedback about my fraction strips. I created my own to show my Butler friends, instead of just describing them. I would do the same in my future classroom if I was actually doing this lesson. Having this model for all students to see is beneficial, especially for visual learners. I would encourage students to keep these fraction strips for further use in math workshop because they will assist in helping them discover fractions. Tying in multiple resources to my instruction can only benefit the classroom. If students prefer not to use the fraction strips, then that’s okay. Having students work in pairs allows them to collaborate in a way that welcomes comments and observations. If they were to work in a larger group, I feel that it would hinder some students’ voices. If I were to do this lesson differently, then I would have students choose how they want to express these fractions. For example, some students may want to have fraction circles, resembling a pizza or pie. In addition, I would want to incorporate technological resources into my instruction because I am a huge advocate for technology and education.