5-E Lesson Plan: Fractions and Regions Teacher: Teacher: Kylee Williams Lesson Taught: Taught: January 25, 25 , 2!" #nstructional Time: ! hour ! minutes and Operations)- 3 rd Grade To$ic: Mathematics- Fractions and Regions (Numbers and %&'ecti(es: Students Will: denti!" !ractions #hen the #hole (region) and a part o! the region are gi$en% Represent the !ractional relationship bet#een the pattern bloc& shapes using a standard !orm o! the #ritten notation '!or eample the green triangle is x o! o! the blue rhombus*% denti!" the numerator in a !raction and understand that the numerator is the top number in a !raction and indicates the number o! parts o! the #hole% denti!" the denominator in a !raction and understand that the denominator is the bottom number in a !raction and indicates the number o! parts into #hich the #hole is di$ided% • •
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)*+RT %&'ecti(es: # can: #ndentiy hole ractions and $arts o a region #dentiy the numerator as the to$ num&er o the raction and denominator as the total num&er o di(ided $ieces o the hole • •
*aterials: Geometric Shape #or&sheet (http:++illuminations%nctm%org+uploadedFiles+,ontent+essons+Resources+3-.+FunFractions-/SRegionRelationships0%pd! )) RegionRelationships0%pd! 1nough geometric shapes !or #hole class (roughl" 2 students total) 4ocument camera O$erhead 5ro6ector •
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Key .oca&ulary: .oca&ulary: Fraction 7nit Fraction Numerator 4enominator )tandards and /enchmar0s addressed: Colorado Academic Standards : Content Area: Mathematics Grade Level Expectations: Third Grade Develop understanding of fractions as numbers. (CCSS: 3.NF) i. Describe Describe a fraction fraction 1/b 1/b as the quantit quantity y formed formed by 1 part part when when a whole whole is partit partitioned ioned into b equal equal parts; parts; describe a fraction a/b as the quantity qu antity formed by a parts of size 1/b. (CCSS: 3.NF.1)\
Content Area: Mathematics Grade Level Expectations: Third Grade Standard: 4. Shape, Dimension, and Geometric Relationships 1. Geometric figures are described by their attributes Students Can: a. Reason with shapes shapes and their attributes attributes.. (CCSS: (CCSS: 3.G) i.
Expl Explai ain n tha thatt shap shapes es in diff differ eren entt cat categ egor orie iess1 may share attributes2 and that the shared attributes can define a larger category.3 (CCSS: 3.G.1) 1. Identify Identify rhombuses, rhombuses, rectangl rectangles, es, and squares squares as examples examples of quadrilater quadrilaterals, als, and draw examples of quadrilaterals that do not belong to any of these subcategories. (CCSS: 3.G.1)
ii.
Partition Partition shapes into parts with equal areas. areas. Express Express the the area area of each part part as as a unit fraction fraction of the whole.4(CCSS: 3.G.2)
9eacher #ill begin b": - 4ra#in 4ra#ing g pol"gon pol"gons s on the board board and ha$e ha$e stude students nts identi identi!" !" shapes shapes as a re$ie# re$ie# o! the last math unit ending #ith a circle - 9hen 9hen teacher teacher #ill #ill begin begin to di$ide di$ide pol"g pol"gons ons into into e$en piece pieces s to engage engage pre$i pre$iousl ousl" " taught &no#ledge o! di$iding regions into e8ual parts rein!orcing #hat the" ha$e learned the da" be!ore% - 9he teac teacher her #ill #ill as& ho# ho# man" man" pieces pieces are are in each each o! o! the pol"g pol"gon on #riti #riting ng do#n do#n ans#ers in a !ractional !ormat (eg% ! the pol"gon has pieces the teacher #ould #rite ; +< on the board)% 9his #ill open up discussion about the denominator% - /!ter /!ter the discus discussion sion about about the denomi denominato nator r teach teacher er #ill discu discuss ss the numera numerator tor or ;upstairs< number and sho# ho# it is represented as the shaded area o! the !raction% (eg% ;so to !ind the numerator #ould need to loo& at the no# shaded area o! m" shape% =o# man" pieces are shaded in this shape>< ;Four pieces so #ould need to put that number on top o! the total number o! e8ual pieces: ?+% So the !raction #ould ha$e is !our siths<
5hase 0: 1plore Provide hands-on opportunities for exploration. Students investigate a math concept. Students share their thinking and ask questions. questions. Teachers observe and listen, ask probing questions to redirect, and provide sufficient time.
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Student Students s #ill #ill be handed handed #or&s #or&shee heett and patte pattern rn bloc&s bloc&s to to complete complete !ract !ractions ions%% 9his 9his acti$it acti$it" " #ill #ill allo# allo# student students s to eplor eplore e ho# pieces pieces creat create e the the #hole #hole and and rein!orces the numerator and denomenator% 9he geome geometric tric shap shapes es are to represe represent nt the e8ual e8ual pieces pieces o! a !ract !raction% ion% 9he 9he #or&sheet #ill assist students in the manipulation o! the geometric shapes to create !ractions% /!ter /!ter demons demonstrat trating ing ho# ho# to compl complete ete the the tas& tas& the teach teacher er #ill #ill rotate rotate acros across s the room &eeping students on tas&s and assisting students #ho ma" need help in appl"ing the ne# &no#ledge%
5hase 3: 1plain ntroduce la#s models theories and $ocabular"% $ocabular"% Guide students to#ard coherent generaliAations and help students understand and use scienti!ic $ocabular" to eplain the results o! their eplorations
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9hroug 9hroughout hout the the lesson lesson the the teacher teacher #ill #ill begin begin to introd introduce uce the the $ocabula $ocabular" r" needed needed to tell the parts o! the !ractions% 9he &e" $ocabular" includes: FractionB 7nit FractionB NumeratorB and 4enominator% Student Students s #ill #ill be encoura encouraged ged to to use this this ne# ne# termino terminolog" log" #hen #hen discu discussin ssing g !ractions% When stude students nts are are gi$en gi$en their their acti$it" acti$it" the teach teacher er #ill #ill demonstr demonstrate ate ho# ho# to get di!!erent !ractions using the geometric shapes%
5hase ?: 1laborate 5ro$ide students opportunit" to appl" their &no#ledge to ne# domains raise ne# 8uestions and eplore ne# h"potheses% Ma" also include related problems problems !or students to sol$e%
When students are #or&ing on the eploration acti$it" the teacher #ill eplain to students that the purpose o! the acti$it" is to be able to model part-#hole relationships%
5hase .: 1$aluate /dminister !ormati$e !ormati$e assessment (although (although chec&ing !or understanding should be done done throughout the lesson)
While the teacher #ill periodicall" as& students to name the !raction that is being made the ge#ometric shape acti$it" #ill also !ormati$l" assess students #hen the" #rite do#n the !ractions the" #ere able to !ind during the acti$it" assessing i! the" can correctl" #rite and create !ractions%
