Author:
Debra Berkley
Subject:
Elementary Mathematics
Material Type:
Lesson, Lesson Plan
Level:
Lower Elementary
Tags:
  • Lesson Plan
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    Identify Fractions in your world Lesson Plan

    Identify Fractions in your world Lesson Plan

    Overview

    Fractions - Identify, taking photos, and presenting about fractions students find in their world.

    SUMMARY

    Face to Face lesson

    In this lesson students will learn what a fraction is, how to identify a fraction, and the parts of a fraction; Then student will take photo of and label fraction in their world and build a portofoilo for collage and present it to the class.

    BACKGROUND FOR TEACHERS - CURRICULUM TIE- STANDARDS

    (Strand: NUMBER AND OPERATIONS - FRACTIONS (3.NF)

    Develop understanding of fractions as numbers. Denominators are limited to 2, 3, 4, 6, and 8 in third grade.

     

    Standard 3.NF.1

     

    Understand that a unit fraction has a numerator of one and a non-zero denominator.

     

    1. Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts.

    2. Understand a fraction a/b as the quantity formed by a parts of size 1/b. For example: 1/4 + 1/4 + 1/4 = 3/4.

    Standard 3.NF.2

    Understand a fraction as a number on the number line; represent fractions on a number line diagram.

     

    1. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

    2. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

    Standard 3.NF.3

    Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

     

    1. Understand two fractions as equivalent if they are the same size, or the same point on a number line.

    2. Recognize and generate simple equivalent fractions, such as 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent by using a visual fraction model, for example.

    3. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

    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 <, and justify the conclusions, for example, by using a visual fraction model.)

    Cititation: UEN Utah Education Network https://www.uen.org/core/core.do?courseNum=5130

     

    STEP 1 - GOALS AND OUTCOMES

    INTENDED LEARNING OUTCOMES

    1. Identify a fraction

    2. Identify parts of a fraction ie. numerator and denominator

    3. Find fraction in the thier world

    4. Take photos of fractions

    5. Build a collage or slide show

    6. label the fraction

    STEP 2 - PLANNING AND INSTRUCTION

    TIME FRAME

    30 minute introductory lesson

    1 week to complete the project at home

     

    MATERIALS NEEDED

    1. Students will need access to an Ipad/camer/phone to take photos (accomodations will be made for students who don't have access.)

     

    STEP 3 - INSTRUCTION

     

    Into into fraction Youtube.com video Intro into Fractions

    Walk through some examples of fractions with students on the whiteboard.  Example: If you had a pizza and you had 3 friends come over how many sections should your divide the pizza into? What fraction of the pizza does each person get?

    Remind students that a denominator is under the line and represents the total. A numerator is the number on top of the line and represent what we have.  

    Have the student list real world examples of fractions in their every day lives and list them on the board.  Prompt with questions.

    example how many boys are in their family?  boys/total family members

    Talk to the students about how they are going to get to take photos of examples of fractions in their every day lives, show them then example of the slide show presentation.

    presentation: Identifying Fractions in our World 

    Tell the students how they can build a slide show like the example they where shown or they can build a collage.  Let them know that each photo will need to be label with the fraction they are representing in the photo.  Students are going to be presenting about their photos at the end of the week.  If students don't have acces to a Camera/phone/Ipad they can use photos with a creative Common license to build their slide show or collage.  

    Show students the Wikimedie Commons website and where to find the Creative Commons notations.  Also review with students how to do citiations show them the examples of citations in the Identifying Fractions in our World presentation.  

    Assignment Requirments

    1. 3 photos that show a fraction

    2. label each of the photos with the fraction represented

    3. present to the class either your collage or slide show

     

     

    EXTENSIONS/ADAPTATIONS

    • Pull back into small groups for students that need extra help

    • Students that don't have access to an Ipad/phone/camera can use photos with Creative Common licenses to build their sideshow or collage. 

     

    Cititations:

    Lochoff, Alex - Intro to Fractions Visually (Unit-Fractions) - https://www.youtube.com/watch?v=7lz9qfUPtPY

    Vegetable Pizza, Fran Hogan, Feb 11, 2020, Wikimedia Commons,   CC-BY-SA-4.0

     

     

    STEP 4 - ASSESSMENT

    Students will be assessed on their presentations.

    Student have 3 photo that show a fraction 3 ptsStudents have 3 photos but it difficult to determine the fractions 1 ptStudents didn't turn in any photos 0 pts
    Student have correctly label the 3 photos 3 ptsStudents have incorreclty label the fractions 1 ptStudents didn't label any photos 0 pts
    Student have clearly present about their photos 3 ptsStudent don't seem to understand the fractions in their presentations 1 ptStudents did not present 0 pts