This unit will introduce the concept of fractions with activities and lessons that cater to visual, auditory, and tactile learning styles. Students will create fractions with a variety of manipulatives, solve problems with fractions, play games with fractions, and explore fractions in their everyday lives. The unit will also integrate language arts, as students write fraction stories and read literature related to fractions.
Students will be able to:
·Explain the concept of whole and 1/2.
·Demonstrate whole and 1/2.
·Identify instances in their everyday lives that use fractions.
·Show fluency with 1/2.
·Identify numerator and denominator.
·Identify and write fractions 1/2, 1/3, 1/4, 1/6, 1/8, 1/10, 2/4, 2/6, 2/8, 3/4, 3/6, and 3/8.
·Compare fractions and explain why fractions are smaller or bigger than one another.
·Understand that bigger fractions have smaller denominators.
·Understand that two different fractions can equal one another.
·Identify written fractions.
·Apply fractions in a setting outside of mathematics.
·Write a complete story about fractions.
Lesson #1: Introduce Whole and One-Half
Lesson #2: More About One-Half.
Lesson #3: Practice with One-Half
Lesson #4: Introduce Numerator and Denominator
Lesson #5: Going Beyond One-Half
Lesson #6: Making Fractions I
Lesson #7: Making Fractions II
Lesson #8: Comparing Fractions I
Lesson #9: Comparing Fractions II
Lesson #10: Fraction Bingo
Lesson #11: Fraction Matching
Lesson #12: Writing a Fraction Story I
Lesson #13: Writing a Fraction Story II
·Organize Materials and Give Clear Instructions
ØUse bins to have group sets of materials ready to hand out to students. Each bin should contain everything a group needs to successfully complete an activity or game.
ØGive clear instructions for each and every task. No task is too small for instructions.
·Assign Jobs to Group Members
ØGive each group member a specific task. For example, tell partners, “You are number one. You are number two. Number one will do this and number two will do this.”
·Allow Adequate Time for Exploration
ØPut materials in front of students and give them three to five minutes to explore before beginning the experiment.
ØAsk guiding questions such as: “What do you notice about the materials? How are they alike? How are they different?”