Mrs.

Clarks Math Buddy

Date: 4/15/14

David

BU Teacher

Molly Craig

Math Foci / Objectives:

2.1.9

Recognize, name, and compare the unit fractions: 1 2 , 1 3 , 1 4 , 1 5 , 1 6 , 1 8 , 1 10 , and 1 12 .

Example: Which is larger, 1 3 or 1 6 ? Explain your answer.

3.1.10

Given a pair of fractions, decide which is larger or smaller by using objects or pictures.
Example: Is 3 4 of a medium pizza larger or smaller than 1 2 of a medium pizza? Explain your answer.

ED316 Teaching Goals:

1.

Demonstrate instructional skills integrating lesson planning, appropriate teaching behaviors, and
professional behaviors.
Demonstrate knowledge of and Identify and Select curriculum materials and professional resources
appropriate for specific content and instructional goals.

2.

Problems to Use / Explore:

Matching game with fractions and their corresponding pictures

Organic number line with string

Materials / Prompts to be Used:

Cards with unit fractions ( 2 , 3 , 4 , 5 , 6 , 8 , 10 , and 12 )

Cards with 0, 1, 2/3, , 2/5, 3/5, 4/5 as well
Cards with pictures that correspond with each of those fractions
13 Paper clips
String to use as a number line
iPhone camera to take pictures

Session Flow / Procedures:

Opening:

Give David an overview of the day

We will play a fraction matching game
Then we will make our own number line with the fractions

Engagements:

Matching game
I will lay out all of the cards face up and have David match the fractions with their picture.
Put a paper clip on each set to keep them together for the next activity
Organic Number line
Next, I will give David the matches to put on the string number line.
If he has trouble, we will talk about using the pictures to figure out which fraction is
bigger or smaller.
If that doesnt work, we will use a manipulative to help him.
First, we will talk about what numbers are the easiest to put up first.
Are there any matches that you think you can put on the number line right away?
Then we will move through the rest of the matches
Take pictures of the finished product
Next, I will ask him if he thinks some of the fractions need to be moved.

We will discuss why or why not

Take a picture again of any changes he makes

Closer: (Note how you will summarize / close / reflect on the foci / objectives here!)

We will discuss the lesson

What was easy for you to understand?
What was difficult for you to understand?
After the closer, we will play a matching game until time is up.
Flip all of the cards upside down and play memory