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Curriculum Tie: Group Size:
Large Groups
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Summary:
A hands-on activity helps students understand equivalent fractions and common denominators.
Main Curriculum Tie:
Mathematics - 4th Grade
Standard 1 Objective 5
Compute problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals. Materials:
Additional Resources
Books
The Doorbell Rang, by Pat Hutchings, ISBN978-0-688-09234-4
Reys, R. E., Suydam, M. N., and Lindquists, M. M. (1995). Helping Children Learn
Mathematics, 4th ed. Needham Heights, MA: Allen and Bacon.
Attachments
Web Sites
Background For Teachers:
Students should be familiar with the concept of fraction and that a
fraction is obtained when a whole is partitioned. When dealing with
fractions, partitions must be of equal size. Students should understand
that the total amount of material is not affected by partitioning.
The more partitions the whole is divided into, the smaller the
pieces. The size of the partitions also depends on the size of the whole.
Students should realize that every fraction has an infinite number
of names. It should also be understood that when a whole is
partitioned, the numerator and the denominator are increased by the
same factor. Students should be familiar with equivalent fractions
and feel comfortable adding and subtracting fractions with the same
denominators.
Intended Learning Outcomes:
1. Become effective problem solvers by selecting appropriate methods,
employing a variety of strategies, and exploring alternative approaches to
solve problems.
Instructional Procedures:
Invitation to Learn
Play “Multiples Game”. Have all students stand around the room.
Call out a number from 1 to 12. When the number is called, students
must get into groups the size of the number that was called and lock
arms. Any one not in a group stands out. A different number is
called each round. Call out numbers that are factors of 12 (2, 3, 4, 6,
12) to begin. Then call out a number that is not a factor of 12 (e.g.
5, 7, 8). Discuss with students why when you called out 5, why did
classmates have to stand out. Why did no one leave the game when
you called out 2 or 3 or 4 or 6 or 12? Everyone got into a new sized
group but no one was eliminated. What could we deduce from this?
Lead the discussion to multiples and what numbers divide evenly into
6, 8, 9 & 12.
Instructional Procedures
When denominators are DELIGHTFULLY DIFFERENT (like
apples & oranges), you must find a common denominator before
you can add or subtract the fractions. This is like mixing the fruit
together in a fruit salad!
- Sing Fraction Song.
- Fraction Masquerade—Did you know that fractions wear
masks? They wear masks every day of the week, not just on
Halloween. You often put masks on fractions to make them
easier to add or subtract. These masks come out when the
fraction is renamed so it can be added or subtracted.
- Give each student their 12 small objects. Have them separate
into halves, thirds, fourths, sixths and twelfths using their egg
cartons. Although they can show halves, thirds, etc. in many
different ways, it is easier to identify the fractional part if they
put objects close together, side by side. Discuss multiples.
- Complete Egg Carton Fractions worksheet. Have students use
their objects and egg cartons to work out problems.
- Have students explore with pattern blocks and come up with
equivalent fractions. Remind them of the Power of ONE and
the magic box as a way of creating equivalent fractions.
- Work with students to find common denominators for basic
fractions using the pattern blocks.
Extensions:
Curriculum Extensions/Adaptations/
Integration
- Using the fractions that have different denominators, have
advanced students write and illustrate their own book about
what could happen to a fourth grader during the day.
- List adaptations for learners with special needs.
- Include ideas for integration for other curricular areas (use
appropriate subject area headings).
Family Connections
- Have students do the Fruit Salad worksheet at home with a
parent. Let them teach their parent, older brother or sister
or other adult about common denominators and the adding
and subtracting of fractions. Have parents sign and return
worksheet for a small reward or extra credit.
- Let students check out a set of pattern blocks to take home
to teach a parent to find common denominators using pattern
blocks. Have them do one worksheet (have parents sign)
and then have them come up with an addition or subtraction
problem of their own using pattern blocks. Give extra credit for
those who return the worksheet signed.
Assessment Plan:
- Allow students to use pattern blocks, an egg carton, or fraction
bars when testing.
- For struggling students who stress over a paper and pencil
assessment, have them demonstrate with one of their
manipulatives and describe orally how they add or subtract
fractions with different denominators.
Bibliography:
Research Basis
Jensen, E. (1999). Teaching with the Brain in Mind. Association for Supervision and
Curriculum Development, Alexandria, VA.
To our brain, we are either doing something we already know how
to do or we are doing something new. Repetition of previous learning
is likely to make the neuron pathways more efficient and therefore
makes the brain more efficient. Reviewing what students already know
on a regular, daily basis has great benefits. Reviewing and assessing
what students already know about a concept helps them make more
connections.
Memory is the only real evidence of learning. Lasting learning
seems to be a function of the repeated electrical stimulations of
a neuron. Quality education will provide multiple and varied
explorations of concepts for increased connections and advanced
memory.
Author:
Utah LessonPlans
Created Date :
Jul 10 2008 12:20 PM
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