1. Topic-
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| Fractions, Graphing, Interpreting Data |
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2. Content-
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Fractions
Denominator
Numerator
Interpreting Data
Graphing
M4.A.1.1.1: Write the fraction or decimal, including mixed numbers,
which corresponds to a drawing or set "� no simplification necessary.
M4.A.1.1.2: Create a drawing or set that represents a given fraction
or decimal, including mixed numbers (through the tenths).
M4.A.1.2.1: Locate/identify fractions or decimals on a number line
(decimals and fractions through the tenths "� do not mix fractions
and decimals).
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3. Goals: Aims/Outcomes-
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Students will understand how a fraction makes up a whole
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4. Objectives-
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1.Students will define numerator, denominator, and fraction
2.Students will relate fractions to one another
3.Students will recognize equivalent fractions |
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5. Materials and Aids-
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| M&Ms Brand Snack size candies, Poster board, Markers, Attached worksheets |
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6. Procedures/Methods-
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A. Introduction-
1.Have a jar of M&Ms candies on the teachers desk and tell the students
how many are in the jar.
2.Ask the student to guess how many of each color are in the jar
3.As they write, draw a chart on the board with the headings: Total
Amount of M&Ms; Number of: Red, Orange, Green, Blue, Yellow, Brown |
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B. Development-
1.Read "The Hershey's Milk Chocolate Bar Fractions Book" by Jerry
Pallotta
2.Hold up a pack of M&Ms
3.Count each one by taking them from the bag and placing them on the
desk
4.Write the total amount into the chart
5.count each color and write the number into the chart
6.Describe the parts of a fraction
7.Write the fraction for each color M&Ms candy - Make sure to show
that they all equal the total amount in the numerator over the denominator
which is the total amount.
8.Define these terms
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C. Practice-
1.Put students in groups of 4
2.Give each student a snack size M&Ms package
3.Have the students do the activity that was modeled by the teacher
- Students should keep their M&Ms separate and "add the fractions"
to get the total for the group
4.Have students create a bar graph based on their findings as a group |
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D. Independent Practice-
| 1.Have students work on the worksheets attached independently with
their own snack size package of M&Ms |
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E. Accommodations (Differentiated Instruction)-
1.Use Hershey Bars instead of M&Ms candies because they are already
broken into equal pieces that make up a whole bar
2.The concept of fractions would be slightly more clearer and the
students would have a different activity
3.Students could also use the story at the beginning of the lesson
as a resource |
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F. Checking for understanding-
| Students will present their bar graphs and explain their fractions |
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G. Closure-
1.Have students finish the following prompts in their journals:
A denominator is ...
A numerator is ...
A fraction is ...
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7. Evaluation-
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1.Journal Entry Responses
2.Worksheet Accuracy |
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8. Teacher Reflection-
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| Tell the students the fractions of the colors of M&Ms that were
in the jar in the beginning of the lesson. Whoever was closest, wins
a special prize. |
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