Lesson Title: Ordering Fractions in a Disorderly World
Creator: Teresa B. Hammond
Grade Level: 4th
Big Idea: Fractions
Essential Question: How can I use and understand fractions?
CSOs, LS, TT:
CSO:
M.S.4.1: Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will
· demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number systems,
· demonstrate meanings of operations and how they relate to one another, and compute fluently and make reasonable estimates.
M.O.4.1.4: using concrete models, benchmark fractions, number line, students will
· compare and order fractions with like and unlike denominators
· add and subtract fractions with like and unlike denominators
· model equivalent fractions
· model addition and subtraction of mixed numbers with and without regrouping
TT:
21C.O.3-4.2. TT.4 Student uses technology tools (e.g., calculators, data collection
probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
LS:
21C.O.34.3.LS.2 Student is flexible in assuming various roles and responsibilities
in the classroom and the school, and with minimal assistance, considers alternative methods, solutions and perspectives to solving a problem or completing a task.
Launch:
Introduce the lesson with a question: (whole group discussion, partner discussion)
If ½ of the students in Mrs. Jones’ fourth grade class chose chocolate milk in the cafeteria for lunch, and ½ of Mr. Smith’s fourth grade class also chose chocolate milk, did the same number of students from each choose chocolate milk?
As the students share their answers with their partners, guide their understanding by helping them think about fractions being part of a whole. A fraction that is used to name part of something is not meaningful if one does not know what it is a fraction of—that is, what is the whole. For example, half of each class chose chocolate milk, but classes may have different numbers of students. Explain how values of fractions change when the “whole” changes.
Vocabulary Development:
Review vocabulary previously introduced.
Numerator, denominator, equivalent fraction, greater than, less than and the symbols that represent those two terms: Refer to the math word wall to clarify and elaborate.
Investigate and Explore:
(Whole Group): Ask the students about the importance of understanding the value of fractions. Guide them to understand fraction value is determined on the “one” or the whole. (5 minutes)
Provide each child with a clothes pin, and a 3 X 5 note card with a fraction written on the card. (use various fractions that include equivalent fractions, improper, and mixed fractions) In groups of 5 have students discuss values of their fraction. They should record other names for their fraction (equivalent fractions) in their math journals and draw representative pictures of their fraction in their journal. 5-10 minutes.
After discussion, students will take their card and pin and place their fraction on the clothesline in the classroom. Students should place them in order from least to greatest. The teacher should provide whole numbers on either end of the fraction line as a guide for the placement of the card. 0______1.
Ask questions to probe student understanding of ordering fractions. How did you decide where to place fractions? How can you tell if a fraction is more than ½? Less than ½? Equal to ½?
(10-15 minutes)
Independent Exploration:
Students will participate in group activities and independent learning centers for the remainder of the lesson.
Group 1:
Interactive White Board (Intelliboard)
Students in this group will be actively engaged in playing a game that reinforces the value of fractions. Fraction Monkeys can be found at this URL:
http://www.sums.co.uk/playground/n6a/playground.htm
Group 2:
Computer Games:
Students in this group will be actively engaged in playing EM Games “Fraction Top-It” on the computer. This site is an Everyday Mathematics site, and is packaged with the text book adoption. Other useful games can be found at this URL: http://www.woodlands-junior.kent.sch.uk/maths/fractions/index.htm
Group 3:
Lesson Reinforcement Activity:
Students in this group will be playing a game ordering fractions from least to greatest. The students will use Everyday Math Fraction Cards and put in order from least to greatest. They will then record their fractions as a numerical representation on a number line they have created on 8 ½ by 11” paper.
Group 4:
Lesson Reinforcement Activity
Students in this group will participate in a fraction sort. Students will sort cards into groups according to the fractions shown on them. They are to tape them onto a separate sheet of paper. Next to each fraction, students are to record why they chose to put the cards into the group.
*Use Everyday Mathematics Math Master page 229, Lesson 7.9 Sort Fractions.
Group 5:
Lesson Reinforcement Activity
Play the game “Fractions of an Egg”
A link to this and other games can be found at this URL:
http://www.lessonplanspage.com/MathComparingFractions45.htm
Each group activity should be timed for about 10 minutes. Using a countdown clock, have students switch groups at 10 minute intervals. (Students should be in groups of 4, skill levels should be varied, so students with a more sophisticated understanding of numbers can assist those who are developing their knowledge base.)
Summarize and Debrief
After center activities are completed, and everyone has made a complete rotation of all the centers, bring the students back to a whole group forum. Have students speak to their math partner about things they have discovered during the center activities. Have their partner record two things that helped them understand comparing fractions in a more in depth manner. (2 minutes) Next, have the partners share with their group the discoveries made during the center activities. (2 minutes) Have the group choose one student to report on group discoveries to the whole group forum. The teacher will pose questions that lead students to think on their individual and group discoveries. Questions you may want to include in the discussion:
“How does understanding fractions make your life easier?” Look for responses that include information about enabling you to measure more accurately and aid in developing an understanding of percentages and decimals. Help students to make the connection to real world situations like shopping, sports, etc.
“Why is it important to understand the value of fractions?” The students should respond in a manner that indicates an understanding of the whole, or the ONE, being made of many smaller units, and those units are determined by the whole and how it is divided or grouped.
“How is the denominator related to the ONE or the whole?” Students should indicate an understanding that the denominator is how the whole is divided.
Teacher will review the essential question with the students and have them record in their math journal if they feel they have the ability to answer the posed question, “How can I use and understand fractions?”
Materials
Technology Tools: Interactive Whiteboard, Elmo or overhead projector, computers
Clothes Pins, 3x5 index cards with fractions written on them, math journals or other recording tools
Duration
The launch should take approximately 20 minutes depending on prior knowledge of the class. Each group will follow a rotation of approximately 10 minutes for each station, and a debriefing period of approximately 15 minutes. The whole lesson can be completed in a 90 minute time frame, or over a period of several shorter sessions.