FRACTIONS (of a set) Objective/Goal: Materials:

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2 FRACTIONS (of a set) Objective/Goal: Jane Osborne ESOL Practicum Date _11/14/06 Time Needed Grade _3rd Subject Math Order, model, compare, and identify commonly used fractions (halves, thirds, fourths, eighths, tenths) using concrete models and visual representations. Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers. Materials: Anticipatory Set: Read excerpts from Fraction Action by Loreen Leedy and Piece=Part=Portion by Scott Gifford. Review visual representation of ½, ¼, ¾, and ⅝ using divided/shaded shape like rectangles, squares, and circles. Introduce notion of showing fractions as parts of a set. Pre-Assessment: The pre-assessment used for this lesson is the Gresham Math test given earlier in the quarter. Students were asked to label fractions in a visual form like a shaded square, rectangle or circle. Procedures: Review properties of a set. Have students stand in front of the class to show the set of girls in Room 20. What fraction of that set are wearing tennis shoes? (Model how to write it on the board.) What fraction of that set has pierced ears? (Model written fractions on board.) Continue with having students show the set of boys in Room 20. What fraction is wearing tennis shoes? What fraction of the set has blond hair? Move to representational form with insect pictures. If we had four dragonflies in a set, how could we show ½ of them? ¼? If we had six grasshoppers in a set, what would ½ of them be? What would 1/3 be? Students will give ideas/strategies for showing 1/3 of the six. With a set of 10 butterflies, what would ½ be? What would 1/6 be? What about 2/6?

3 ESOL Practicum Some students may be ready to try finding fractions of a set on their own. They may begin The 12 Ants problems. Students needing more practice will work with a partner and model more with representative pictures. Assessment: Find fractions of a set with the Twelve Ants problems. Closure: Have students review with a partner strategies they used in figuring fractions of a set.

4 Mid Valley Elementary FRACTION STORIES (Fractions of a set) Time Needed 50 min. Grade _3rd Model and identify commonly used fractions (halves, thirds, fourths, eighths, tenths) using concrete models and visual representations. Objective/Goal: Develop understanding of fractions as parts of unit wholes, as parts of a collection, and as divisions of whole numbers. Materials: chart paper, markers, sticker cards (1/2 sheet of paper with different types of insect stickers (or whatever theme you re studying. See samples below.) Anticipatory Set: Read excerpts from Fraction Action by Loreen Leedy and Piece=Part=Portion by Scott Gifford. Review visual representation of ½, ¼, ¾, and ⅝ using divided/shaded shapes like rectangles, squares, and circles on an informational chart. Introduce notion of showing fractions as parts of a set. Instruction/Guided Practice: Review fractions of a set. Have students stand in front of the class to show the set of girls in the classroom. What fraction of that set are wearing red? Have students talk through their strategies for figuring it out. Model how to write it on the board or chart paper. What fraction of that set has (some attribute shoes, hair accessory, hair color, etc.)? (Discuss and model on board.) Continue with students showing the set of boys in the classroom. What fraction of the boys are wearing tennis shoes? What fraction of the set has blond hair? (or some other attribute) Move to representational form with shapes drawn on the board or chart paper. If we had four triangles in a set, how could we show ½ of them? Use a marker to shade in the correct number of

5 Mid Valley Elementary triangles or circle the subset. What would ¼ be? Discuss and draw. If we had six squares in a set, what would ½ of them be? What would 1/3 be? Students give ideas and strategies for showing 1/3 of the six and draw the shaded shapes on the board to show their thinking. With a set of 10 circles, what would ½ be? What would 1/5 be? What about 2/5? 4/5? Show an enlarged example of the sticker story sheets. Ask students to tell you what they notice about the fractions they see on this sheet. Ask students to give the fraction in a story context like, Six insects were out for stroll in the garden. Twosixths of the group were ladybugs and 4/6 were flies. Some students may need more practice with the teacher in a small group. Some students may even need to use a manipulative to represent the insect so that the objects may be moved around to show the fraction of the set (ie: blue blocks for flies and red block for ladybugs.) There are so many adaptations that teachers can use with this by how they create the sticker sheets. Students can also show equivalent fractions within their stories. Students can even create their own cards using stickers and illustrating the

6 Mid Valley Elementary background. Cards can be rotated and shared with others. Cards can be created using small rubber stamps or even clip art on the computer. The possibilities are endless! Different styles or colors of one type of insect can be used. Increase or decrease the number of stickers to change the difficulty. More than two types of insects can also be used to create a more difficult card. Different sizes can be used. A ssessment: Create a black line of the sticker cards, and have students write what they notice on the piece of paper. This can also be an individual conference with the teacher using the actual sticker sheets. C losure: Have students review with a partner and share some strategies they used in figuring fractions of a set. ***NOTE: Use fraction chants (with words printed on charts) to reinforce fraction concepts and language. 1. Fractions track 5 MATH! MATH! MATH! By Ron Brown 2. Fraction Action track 14 Math Concepts I and II By Ron Brown 3. Let s Make Fractions track 7 Math Concepts I and II By Ron Brown