Fractions


 * Pretest **

1.2 Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects.
 * TEKS: **
 * 1.2A Separate a whole into two, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts
 * 1.2B Use appropriate language to describe part of a set such as three out of the eight crayons is red.


 * Core Components: **

The student will be able to share a whole by separating it into 2 or 4 equal parts. The student will use appropriate language to describe the parts as well as describe the parts of a set. The student will display math concepts using concrete objects connected to everyday experiences.

**Vocabulary:**

fractional part, equal sharing, equal parts, “___ out of__ _ equal parts”, halves, thirds, fourths

Whole group- Have students come up to the front of the class, you can ask how many boys out of the students? Or how many students are wearing blue jeans, etc?
 * Whole Group Mini Lesson: **
 * refer to handout given to each team member **

Play dough Fractions- Give each student play dough, have them make imaginary tortillas, pizzas, plates, etc. Tell them to cut their pizza into two equal parts, four equal parts. You will need play dough and a knife for this activity. This can be a station later if you want.

Pizza Paper Plates-Each day for three/four days, the students will make a paper plate pizza. On the back label, 2 equal parts 1/2 one half, 4 equal parts. You will need paper plates, crayons/markers for toppings. First day-whole, second day-1/2, third day- 1/3 fourth day 1/4

Recommended- Activity 18 “Equal Parts” pg. 38 – Students will separate a whole into two and four parts. Activity 19 “Parts of a Set” pg. 39 – Students will use appropriate language to describe part of a set such as three out of the eight tiles are blue.
 * Investigations ** (Brief activities)
 * // Teaching Student-Centered Mathematics Grades K-3 //** by John A. Van de Walle
 * Activity 9.1 “Correct Shares” pg 257 – Students will identify wholes that are correctly divided into requested fractional parts and those that are not.


 * // Other Engaging Activities for you to do with fractions: //**
 * Use a variety of models including real objects, geometric shapes, pattern blocks, sets of cubes, etc … to model fractions.
 * Divide sets of objects (the entire set makes 1 whole) into equal shares. (For example, divide a set of 12 crayons into 3 equal shares.)
 * Divide circular models, rectangular models, a pattern block hexagon or trapezoid and length models into 2, 3, or 4 equal parts. Student should be able to explain how he/she knows that the object is divided into //equal// parts.
 * Determine whether an object has been divided into //equal// parts, and explain why or why not. Use circular models, rectangular models, a pattern block hexagon or trapezoid and length models in this activity.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Give students many experiences using language to describe parts of wholes and sets, such as, if there are 3 students sharing 12 crayons, “each student will get 4 out of 12 crayons.”
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Students solve equal sharing problems (using paper models or other concrete models) such as:
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Four children have 8 cookies to share equally. How many cookies will each child get?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Three children have 3 cookies to share equally. How many cookies will each child get?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Four children have 2 cookies to share equally. How much cookie will each child get?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Three children have 1 cookie to share equally. How much cookie will each child get?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Eight children have 2 cookies to share equally. How much cookie will each child get?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Continue to increase the complexity of the problem by introducing situations such as: Four children have 5 cookies to share equally. How much cookie will each child get?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Students should solve with models or pictures then discuss solution strategies.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Pattern blocks – demonstrate how many trapezoids/triangles complete the hexagon
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Pencils – demonstrate how a set of twelve pencils can be equally shared by two children, three children, four children

<span style="font-family: 'Comic Sans MS',cursive;">**Questioning:**


 * How do you determine if an object or a collection of objects has been divided into equal-sized portions?
 * How many ways could you divide this whole into 2, 3, or 4 equal-sized parts?
 * How can you describe the part of a whole object or a collection of objects that is being considered? (two parts out of three are blue; the whole is separated into three equal parts; 4 of the 5 counters are red)

<span style="font-family: 'Century Gothic','sans-serif';">Can use magazine pictures to glue samples of fractions <span style="font-family: 'Century Gothic','sans-serif';">Activity: Fraction Flip Book <span style="font-family: 'Century Gothic','sans-serif'; font-size: 15px;">You must divide it into parts so it is in equal parts
 * <span style="font-family: 'Comic Sans MS',cursive;">Math Stations/Independent Activities: **
 * <span style="font-family: 'Century Gothic','sans-serif';">First page = whole
 * <span style="font-family: 'Century Gothic','sans-serif';">2nd page = ½
 * <span style="font-family: 'Century Gothic','sans-serif';">3rd page = 1/3
 * <span style="font-family: 'Century Gothic','sans-serif';">4th page = ¼

<span style="font-family: 'Comic Sans MS',cursive;">Technology Connections: Technology- <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">[] (advanced but cut visuals) [|**http://www.youtube.com/watch?v=FN5eTS2-wXA**]**<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;"> (advanced but funny) ** [|**http://www.youtube.com/watch?v=-EGPJCC-oBQ**]**<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;"> (short and it only has background music ** <span style="font-family: 'Century Gothic','sans-serif';">KLRU: <span style="font-family: 'Century Gothic','sans-serif';">The Number Crew: Action with Fractions (9:24) <span style="font-family: 'Century Gothic','sans-serif';">Mathica’s Mathshop Winter Warm-Up (15:00) <span style="font-family: 'Century Gothic','sans-serif';">The Number Crew: The Big Slide (9:32) <span style="font-family: 'Century Gothic','sans-serif';">Mathica’s Mathshop: Sweet Dreams (15:00)
 * <span style="font-family: 'Comic Sans MS',cursive;">Literature Connections: **
 * enVisionMATH **
 * Topic 13 – Fractional Parts **
 * Lesson 1 – p. 339A
 * Lesson 2 – p. 343A
 * Lesson 3 – p. 347A
 * Lesson 4 – p. 351A <span style="font-family: 'Helvetica','sans-serif';">,
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">) ** ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">[] Fractions song- mentions numerator and denominator in song **

// Note- // // First grade // focuses on: (1) Separating whole objects into 2, 3, or 4 equal parts, with students using //region models// (rectangular, circular-pizza, and pattern blocks) and //length models// (folded paper strip, Cuisenaire rods, the number line, and connected snap cubes). Students need to (a) be able to separate these models/pictures into 2, 3, or 4 equal parts, and (b) be able to recognize whether or not an object is separated into equal parts. (2) First graders will also begin using two numbers to describe parts of wholes and sets. The language first graders use for describing parts of a whole is “three out of four equal parts,” and the language first graders use for describing parts of a set is “3 out of 8 crayons are red.” Even into adulthood misconceptions about the meaning of the fraction symbol are common. Delaying connecting the naming-counting of fractional parts with the fraction symbol until the end of 2nd grade or until 3rd grade, and after many experiences in first grade with equal parts, and in second grade with naming and counting concrete models and pictorial models, provides students the time and experiences needed to construct a conceptual understanding before the complex abstraction of the fraction symbol is connected to the naming and counting.