CCSS.Math.Content.3.NF.A.1: Common Core State Standards for Mathematics
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.Math.Content.3.NF.A.3a: Common Core State Standards for Mathematics
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.Math.Content.3.NF.A.3b: Common Core State Standards for Mathematics
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
CCSS.Math.Content.3.NF.A.3d: Common Core State Standards for Mathematics
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or
CCSS.Math.Content.4.NF.A.1: Common Core State Standards for Mathematics
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
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Curriki Review System
June 30, 2009
This resource received a 3* rating because it is part of the larger resource Fun with Fractions, which received a rating of 3-Exemplary in the Curriki Review System. You can learn more about this larger resource by reading its review and comments.
Introduction: Prior to beginning the lesson: (1) Photocopy the Problem of the Day onto transparency paper for the overhead projector; (2) Photocopy Candy Fractions Activity Sheet (1 per student). Group Size: Whole class Learning Objectives: Students will be able to:
Identify Numerator and Denominator.
Identify and write fractions 1/2, 1/3, 1/4, 1/6, 1/8, and 1/10.
Materials: Problem of the Day (see attachment), Candy Fractions Activity Sheet (see attachment), Reese’s Peanut Butter Cups (1 per 2 students), gummy worms (1 per 3 students), Kit Kat Bars (1 per 4 students), Hershey’s Bars (1 per 6 students), Fruit Roll-Ups (1 per 8 students), licorice (1 per 10 students), overhead projector Procedures: Lesson Introduction: Display Problem of the Day on the overhead projector. Ask students: What strategy should we use to solve this problem? Guide them towards draw a picture. Solve the problem together as a class. Students can copy problem and solution into math notebooks.
Show students the candy they will taste. Tell students: Today, you will taste all of these candies. There is one problem. I do not have enough of each candy for everyone. What can we do to make sure everyone gets to taste each candy? Guide students to answer cut them into smaller pieces, so that each person gets a fraction.
Distribute Candy Fractions Activity Sheet to each student.
Call two students to the front of the room and show them a Reese’s Peanut Butter Cup. Ask students: How should we cut the candy? What fraction of the candy will each student eat? Repeat until each student has had a chance to come up and eat one-half of a peanut butter cup. Direct students to complete appropriate section of the Candy Fractions Activity Sheet.
Call three students to the front of the room and show them a gummy worm. Ask students: How should we cut the candy? What fraction of the candy will each student eat? Repeat until each student has had a chance to come up and eat one-third of a gummy worm. Direct students to complete appropriate section of the Candy Fractions Activity Sheet.
Repeat the same procedure for each of the remaining candies, dividing the Kit Kat bars into fourths, Hershey bars into sixths, the Fruit Roll-Ups into eighths, and the licorice into tenths.
Direct students to finish completing the remainder of the Candy Fraction Activity Sheet.
Modifications: For students with special needs, allow extra time to answer questions and provide one-on-one assistance when necessary. Assessment: Teacher should monitor student participation and independent work to ensure all students understand the concept. Benchmark or Standards: National Council of Teachers of Mathematics (NCTM) Number and Operations Standard:
Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.
Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.
National Council of Teachers of Mathematics (NCTM) Process Standard:
Build new mathematical knowledge through problem solving.
Apply and adapt a variety of appropriate strategies to solve problems.
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Recognize and apply mathematics in contexts outside of mathematics.