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Developing Fraction Concepts

SUBJECT TEACHER GRADE DATE

Mathematics Ms. Courtnay 3 English January 24, 2016


Gillingwater

GRADE 3
Stream (SCO):
N13 Demonstrate an understanding of fractions by:
• explaining that a fraction represents a part of a whole;
• describing situations in which fractions are used;
• comparing fractions of the same whole with like denominators.

Overview:
- Students begin to develop an understanding of fractions being less than one.
- Students can relate fractions to authentic situations.
- Students make connections between the idea of fair share and fractional parts.
- Students should be able to describe what is the whole and what are the parts.
- Students can compare fractions with the same denominator.

NCTM Standards: Grade 3-5 Expectations


- Recognize equivalent representations for the same number and generate them by decomposing and composing numbers
- Develop understanding of fractions as parts of unit wholes, as parts of collection, as locations on number lines, and as divisions of whole
numbers
- use models, benchmarks, and equivalent forms to judge the size of fractions
- recognize and generate equivalent forms of commonly used fractions, decimals, and percent
- explore numbers less than 0 by extending the number line and through familiar applications
- describe classes of numbers according to characteristics such as the nature of their factors

LESSON ONE - WEDNESDAY JAN 24TH 2018: 1:30 PM – 1:40 PM


Student Objectives:
1) Understand that a fraction represents a part of a whole
2) See different visuals of fractions both concretely and pictorial
3) Name and record the fraction represented

Materials:
- Chocolate bars (Buy from Sobeys)
- Handouts: ten frames (attached)
- Pattern blocks (From Shaunda)
- Whiteboards and markers (one per student)

I CAN statement:
I can tell you what a fraction is
I can understand that a fraction is part of a whole
I can show you what fractions look like in different ways
I can connect fractions to things I already know
Key Terms:
Part
Whole
Fraction
Numerator
Denominator

WHAT THE TEACHER DOES WHAT THE STUDENT DOES

INTRO Ten frames and fractions


(10 MINS) 1) Tell students you are going to do a review with them 1)Answer as prompted: Rectangle.
Draw a rectangle – ask: what shape it this?
2) Divide the rectangle into 10 equal parts (to look like
a ten frame) – ask: now what did I do to the rectangle?
(Look for various answers and language) 2,3) Students think about answer, talk to a friend about it,
Ask – What does it look like now (students will then raise hands to answer.
recognize this as a ten frame). How many parts is the
ten frame made out of?
3) Colour one part of the ten frame.
Ask – how many parts did I colour?
4) Explain that the way to represent which part of the
ten frame I colored is with a fraction (draw 1/10 on
5) Individually colour in how ever many parts of the ten
board) *show example of 4/10, 10/10)
frame you want, fill in the fraction, then share with your
5) Have each student colour a certain number of spots
elbow partner about what your fraction looks like. Repeat
on a ten frame, write fraction and share their answers
and share with someone new.
with classmates. Circulate to observe understanding

ACTIVITY #1 Create a magical creature: Explore different


(15 MINS) fractions (10 mins) 1) Choose pattern or shape blocks to create a creature.
1) Tell students to choose a handful of pattern blocks Give your creature a name
to create an animal or creature (Give them a few 2) Count how many blocks it took to make your creature
minutes to play and finalize and name their creature) – (denominator)
2,3) Once created, get to students to count how 3) Create a fraction for how many triangles you used, or
many blocks they used and get them to start how many blocks are red. (Numerator)
counting details about their creates parts to create
fractions. (ex: how many _____ did you use?) 4) Ask other students questions about their creature
4) Encourage discussion and questioning about that the answer is a fraction
details of their creatures. 5) Draw or describe your monster and have at least one
5) Collect models of monsters to check for fact in form of a fraction.
understanding

ACTIVITY #2 Sharing Chocolate


(15 MINS) * Make sure they know this is a learning tool and
that it must be respected as such. If they cannot
work seriously with the chocolate, then the whole
class loses it and the only one eating chocolate is the 1) Share the chocolate bar into halfs, thirds, 4ths
teacher * sixths
1) Start students in groups of 2 (one bar per group) Record what your team’s fraction looks like on
- How many parts (pieces) is your chocolate bar the whiteboard each time.
made up of?
Tell them: you each get half of the chocolate bar –
can you split it evenly? How many pieces do you get?
WHAT THE TEACHER DOES WHAT THE STUDENT DOES
What happens then 3 of you share it evenly? What is Discuss: What happens to our portions of
your fraction now of pieces you get now? chocolate the more we have the split up the
Repeat with 4 and 6. whole bar
- Discuss what each of these means and have
students show you on the whiteboard what the Discuss: Was half smaller then a whole? At what
fraction is point did you end up with the least amount of
(Check for understanding and record by: Clipboard chocolate? Why?
Cruising)

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