1. Topic-
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| To create a vegetable garden divided equally into sections. |
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2. Content-
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| The children will discover the everyday uses of fractions using
the spring time activity of planting a garden. |
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3. Goals: Aims/Outcomes-
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1.To help the students construct the idea of the fractional parts
of the whole
2.To create a vegetable garden that they believe would best suit their
own family needs.
3.To be able to describe their garden in terms of fractions in that
they make a grid and assign the plant in each square section .
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4. Objectives-
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SCON13:Demonstrate an understanding of a fraction by:
*Explaining that a fraction represents a part of a whole.
*Describing situations in which fractions are used.
*Comparing fractions of the same whole denominators. |
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5. Materials and Aids-
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*Grid so the students can decide the size of their garden.
*Crayons
*Picture of commonly grown vegetables in P.E.I.
*Blocks to represent vegetables
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6. Procedures/Methods-
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A. Introduction-
1.Every spring my families will plant a garden to grow their own
vegetables .
2.Not all families would like the same kind of vegetable. What is
popular in one household might not be popular in another. |
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B. Development-
1.Let the children think about what vegetable they may eat or see
in their house.
2.List all the vegetables that are eaten by the student's families.
3. With the students help cross off the vegetable that are not grown
on P.E.I.
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C. Practice-
1. Choose 4 types of vegetables that would be suitable for your
own family.
2.Ask the students in groups to construct a garden using different
color blocks to represent the vegetables for your family.
3.Ask them to use a total of 12 blocks in 4 different colors.
4.How many way and what are the best ways to present my garden?
5. Take one vegetable and represent in a form of a fraction. |
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D. Independent Practice-
1.Ask them to pick 4 vegetables for their families
2.Represent their plot of vegetables using the blocks .
3. Once they have finally decided how their plot will look they can
transfer the data to a grid and choose the appropriate colors as a
code to represent their vegetables.
3.Answer genetic questions about the fractional part of their garden. |
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E. Accommodations (Differentiated Instruction)-
1.One of my students is colorblind ,he will use a number code for
his vegetables.
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F. Checking for understanding-
1.Are the students able to apply fractions to the equal parts of
the garden?
2. Do they have their whole garden full of vegetables?
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