3. Goals: Aims/Outcomes-
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After this activity, students will be familiar with fractions and
have a way to relate them to everyday scenarios.
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4. Objectives-
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1.Students will be able to write a fraction when describing shaded
regions of a pie chart.
2. Students will be able to identify a numerator and denominator.
3. Students will recognize smaller fractions that when added together,
equal a larger fraction. |
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5. Materials and Aids-
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| Dry erase board, paper cutouts, crayons. |
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6. Procedures/Methods-
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A. Introduction-
In order to introduce fractions, I will take a class poll on favorite
lunch foods.
There will four choices listed on the board, where each student can
up and put a tick mark for their favorite.
While the students take turns going up to the board, they will also
be coloring and cutting out fraction bars on a worksheet. After each
student has come up to the board and they are done coloring/cutting,
the lesson will begin. |
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B. Development-
In this demonstration, I will first show the students, on the board,
what a pie diagram filled with their favorite foods can look like.
For the sake of having numbers and examples, I have gathered this
information from the students I observed this semester. The four choices
that were given are: Pizza, Chicken Nuggets, Hamburgers, or Spaghetti.
The data I collected is from 20 fourth grade students. The results
are as follows, 10 students chose pizza, 5 students chose chicken
nuggets, 3 students chose hamburgers, and 2 students chose spaghetti
as their favorite lunch food.
To model this on the board, I will draw a pie chart which has 20 'slices'.
Then, I will color ten slices red to represent pizza, 5 slices green
for chicken nuggets, 3 slices blue for hamburgers, and leave 2 slices
white for spaghetti. After the chart is drawn, I will ask the students
if anyone can tell me what fraction of the class likes pizza. They
should see that 10 out of 20 students chose pizza. I will show them
that this can be represented by writing a fraction. Using 10/20, we
will also introduce the terms numerator and denominator. I will explain
the concept that the numerator is always the number on top which represents
each separate choice in this problem. Our denominator is the number
on the bottom, which also is the 'total' number of students. After
making sure that the students understand what 10/20 represents, I
will move on and ask them if they can tell me what fraction would
represent students who chose chicken nuggets. They should be able
to use the illustration on the board and previous knowledge to tell
me that 5/20 would represent this. To finish the food activity, I
would have 2 volunteers come up and write the fractions to represent
hamburgers and spaghetti.
The students have been exposed to using equal parts (one half, one-fourth)
in earlier grades, but I will be sure to make sure that they see that
our chart also has some equal parts. (10/20, 5/20)
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C. Practice-
| To practice using fractions, the students will use the paper cutouts
they colored at the beginning of class. I will have them get into
groups of 4 to work together for this activity. I will write a fraction
on the board, and they must show me all of the smaller 'fractions'
from their cutouts that can equal this fraction. I will go around
to each group and help when needed, but the goal is for them to work
together. This group activity will last for about ten minutes, or
until I feel that the students are ready for independent practice. |
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D. Independent Practice-
When they are ready to work on their own, I will give the students
a fraction coloring sheet, which asks them to color a certain fraction
of different pictures. This will be turned in at the end of class,
so that I can see how well they understand.
There will also be a worksheet for practice included in their homework
folder. |
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7. Evaluation-
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| In order to evaluate student progress, we will have a fraction test
at the end of the week which covers the activities done. I also will
be monitoring any students who seem to have problems understanding,
and working with them individually if needed. |
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