Standard Nine
Name: Ashley Isonhood Date: September 20, 2006 Grade Level: 3rd
Subject: Mathematics # of Students: 21 # of IEP Students: 2
Major Content: Fraction Values Unit Title: “Understanding Fractions”
Created By: Ashley Isonhood
ACTIONS
Goals and Objectives-
Goal: Students will gain an understanding of fraction values.
Essential Question: How do you compare fractions?
Objectives:
1. Students will be able to write out three fractions that are equal in value.
2. Students will be able to compare fraction values by drawing in a greater than, less than, or equal to sign in between them.
3. Students will be able to explain in words how to tell if a fraction is greater than, less than, or equal to another fraction.
Student Assessment-
1. The student will write out three fractions that are equal to each other that will be graded by the teacher.
2. The student will complete the trackstar program, answering the questions on a worksheet that will be graded by the teacher.
3. The student will write out in words how to tell if a fraction is greater than, less than, or equal to another fraction which will be graded by the teacher using a rubric.
Connections-
Academic Expectations
2.7 Students understand number concepts and use numbers appropriately and accurately.
2.8 Students understand various mathematical procedures and use them appropriately and accurately.
Program of Studies
· Students will order, compare and understand the relative magnitude of numbers from 0-10,000, using the symbols <, >, =, including the use of physical and visual models for smaller numbers
· Students will develop beginning fractional concepts (e.g., dividing an object into equal parts and naming the equal parts [e.g., halves, thirds, fourths])
Core Curriculum for Assessment
MA-EP-1.1.3
Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations).
NCTM National Standards
• / recognize equivalent representations for the same number and generate them by decomposing and composing numbers;• / develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers;
Students will using the trackstar program as a tool to understand fraction values and compare fractions that are equal, greater than, and equal to in value. They will be filling out the information that they gather on a worksheet. At the end of the program, they will be asked to generate equal fractions on their own as well as write out the process of how to compare fraction values.
Context-
This is the fourth of a series of lessons dealing with understanding fractions. The students have been exposed to the parts of a fraction, how to represent a fraction through visual means, and how to write fractions using illustrations.
Resources-
· Computers
· Worksheets
· Pencils
· Teacher rubric
· Lined notebook paper
Procedures-
Opening
1. Review: The students will participate in a grand discussion of what they have learned so far during the fractions unit. Examples of questions raised would be:
· How do we write fractions in numbers?
· How do we represent them visually?
· What are some examples of fractions in real life?
2. Preview: Students will be informed that during this lesson, they will be learning about how to compare the values of fractions.
Activities
1. The students will get onto a computer and go to http://trackstar.4teachers.org/trackstar/ts/viewTrackMembersFrames.do?org.apache.struts.taglib.html.TOKEN=4764f370dbc7f9c5d46539de0fdb5f65&number=296902&password=. (Trackstar website, track number 296902).
2. Students will go through the trackstar completely and fill out their answers on a worksheet.
Closing
1. The students will turn in their work when they are done.
2. After they are done, they are to go to a math center and complete the activities until everyone is done.
3. Review: Students will discuss what they learned and what they want to know more about or did not understand.
4. Preview: Students will be informed that during the next class period, we will discuss the concepts that were covered on trackstar in greater depth and answer some of the questions that they raised today.
All special needs will be addressed by the students’ IEP’s.
IMPACT
REFINEMENT
Trackstar: Understanding Fractions
Name: ______
1. Comparing Fractions
1. 4 1
11= 2=
2. 8 1
11= 2=
3. 4 1
9= 2=
4. 4 1
7= 4=
* You can stop this activity now and move on to the next track, or you can continue to explore this site.
2. Equivalent Fractions
1. 1
2=
2. 6
8=
3. 2
7=
4. 1
1=
5. 5
8=
* You can stop this activity now and move on to the next track, or you can continue to explore this site.
3. Comparing Fractions
Score: ______
Possible Points: ______
Overall Score (beside the start button): ______
4. Fraction Comparing
Write down fractions that you tried using the symbols >, <, =.
5. Greater than and Less than.
* Simply have fun exploring this site. There is not anything required from this site.
6. Write down three DIFFERENT fractions that are equal to each other in value.
7. In your own words, tell me how you determine if a fraction is greater than, less than, or equal to another fraction. Use complete sentences and proper grammar. Try your hardest and make sure to include all steps to this process. Write this on your own lined paper and attach it to this worksheet
Math - Problem Solving : Writing about SolvingTeacher Name: Ms. Isonhood
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Mathematical Concepts / Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). / Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). / Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). / Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Explanation / Explanation is detailed and clear. / Explanation is clear. / Explanation is a little difficult to understand, but includes critical components. / Explanation is difficult to understand and is missing several components OR was not included.
Strategy/Procedures / Typically, uses an efficient and effective strategy to solve the problem(s). / Typically, uses an effective strategy to solve the problem(s). / Sometimes uses an effective strategy to solve problems, but does not do it consistently. / Rarely uses an effective strategy to solve problems.
Neatness and Organization / The work is presented in a neat, clear, organized fashion that is easy to read. / The work is presented in a neat and organized fashion that is usually easy to read. / The work is presented in an organized fashion but may be hard to read at times. / The work appears sloppy and unorganized. It is hard to know what information goes together.