ELED 433 Math Methods

LESSON PLAN
TITLE/TYPE OF LESSON

Fun with Fractions

CONTEXT OF LESSON
Students should have knowledge about the basic components of fractions
and how they can use that knowledge to solve problems. They should know that fractions are equal parts of a
whole and what the numerator and denominator are.
CONCEPTS TO BE COVERED Fractions can be named, modeled, written, and compared through the
exploration of hands-on learning using pie-piece manipulatives. This lesson strives to extend the students
thinking to be able to name and write fractions using a model and compare those with like and unlike
denominators.
RELATED VIRGINIA STANDARDS OF LEARNING
3.3 The student will
a) name and write fractions (including mixed numbers) represented by a model
b) model fractions (including mixed numbers) and write the fractions names
c) compare fractions having like and unlike denominators, using words and symbols (>,<, or =).
LESSON OBJECTIVES
1. The students will name and write fractions represented by a model.
2. The students will model and compare fractions having like and unlike denominators.
ASSESSMENT OF LEARNING
1. To assess objective 1, I will have each student complete an exit ticket containing three questions. Each
question will consist of two diagrams that represent some fraction. The fractions will be 1/3 and 1/4, 3/6
and 3/8, and 1/2 and 2/4. First, the student will have to write (name) the fraction for each diagram. Then,
the student will have to use the correct symbol to compare the two fractions. (Individual Assessment).
2. To assess objective 2, I will give each pair of students a sheet of paper that has 5 large circles drawn on
it with a fraction written below each one. These circles represent one whole. I will also provide each pair
with a bag of some fractional pieces. Each fraction has its own color. Therefore, each color represents
the part of one whole. With their pieces, the students will model the appropriate fraction on the circles
and proceed to glue down the pieces after they have checked with the teacher. Once they have completed
each fraction, the students are to cut out the diagrams and arrange them in order from least to greatest. I
will have each group explain why they arranged their diagrams in their particular order. (Group
Assessment).
MATERIALS NEEDED
For each pair of students:
Bag of fractional pieces
Chart paper
Pencil
Glue
Scissors
For each student:
One exit ticket (attached)

PROCEDURES

BEFORE
These students have been working on fractions,
but it is necessary to review what a fraction is
to reinforce the concept. My goal is to help
them understand the relationships between
fractions using a concrete, visual model.
To reinforce what a fraction is, write the
fraction on the document camera. At the
same time, relate it to a visual model by
making with the fractional pieces. Point to
the denominator and explain that it tells how
many equal parts are in the whole or set of the
whole. Therefore, it tells what is being
counted. While doing this, make it clear that
the denominator for the visual model of is 2
because there are two equal parts that make up
the whole. Additionally, point to the numerator
and explain that it is the number that tells how
many of those parts are being considered.
Therefore, it is the number we count. At the
same time, explain that the numerator for the
visual model of is 1 because there is only
one part of the whole that is being counted.
On the document camera, display an example
of a fraction, such as using fractional pieces.
First, place all of the four pieces to represent
one whole. Then, take all but one piece away.
What fraction does this represent?
**Make sure to emphasize the th at the end
of the number word when describing fractions.
Fourth tells us that it is part of a whole,
while four tells us that it is four wholes.
**Emphasize that we are using whole and
not hole when talking about fractions.
Create a counterexample using the unequal
pieces of a sixth, a fourth, and an eighth.
Can you name this fraction?
**By sharing inaccurately drawn models,
students can focus on important features to
consider.

Anticipated student responses

Student 1: One part of the whole.

Teacher: Yes, it is one part of the whole but lets think
about how many parts make up the whole.
Student 2: One out of four.
Teacher: Yes, that is correct. Can anyone else tell me
another way to name this fraction?
Student 3: One-fourth.
Teacher: Yes, the whole was broken into four equal
parts. We call these fourths. All of the parts are the same
size-fourths.

Student 1: It looks like it is one-half because it is pretty

much taking up half of the whole circle.
Student 2: Maybe it is three-thirds since there are three
pieces and they are all different.
Teacher: Does anyone else have a different answer?
Student 3: You cant name it because there are too many
pieces to choose from.
Teacher: That is correct. All parts must be equal in order
to name the fraction. In other words, it has to have a
common denominator. Since there are three different
parts in the whole, this is not an accurate model of a
fraction.

Student 1: You take all of those pieces away and use the
piece that takes up half of the circle.
Student 2: You can use some of the other parts like the
sixth and put them together to make one-half.
3 (Start placing sixths on the whole) How many
Teacher:
sixths would I need to make it equal to one half?
How can I make this an accurate representation Student 2: Three. You would need three-sixths to make

MODIFICATIONS FOR STUDENTS WITH SPECIAL NEEDS

CHALLENGE Problem: If a pair finishes before others, be prepared with the following pairs of fractions and
ask the students to draw them and put them in order from smallest to largest.
2/5, 4/5
2/6, 4/6
2/8, 4/8
REMEDIAL Problem: For pairs who struggle with the problem, give them a white piece of paper that already
has the fractional parts outlined. This way, they will still have to be able to compare the fractions, but will be
able to locate the fractional pieces faster and keep them working at the same rate as the other students.