Beacon Lesson Plan Library
Fraction Frenzy
Jennifer Catlett Bay District Schools
Description
The student will identify fractions as part of a set.
Objectives
The student understands concrete and symbolic representations of whole numbers, fractions, decimals, and percents in realworld situations.
Materials
Computer
Student Web Lesson entitled Fabulous Fractions (See Weblinks)
Unifix Cubes
Counters
Paper
Pencils
Crayons
Task cards
Math Journals
Paper plates
Preparations
1. Make Task cards as suggested in the lesson.
2. Get materials together.
3. Check the Internet stations to verify connectivity and book mark the Student Web Lesson (see Weblinks.)
Procedures
Initiate a group discussion on baking cookies. Discuss the need to use 1/2, 1/4, 1/3 cups when baking and why. Discuss the need to use fractions in other areas such as cooking and planting.
1. Discuss and explain the following terms: denominator, numerator. Note: The denominator names the total number of objects and the numerator names a part of that number.
2. Have a group of six students stand in front of the class.(four boys; two girls).
3. Tell the students that you can use a fraction to name parts of a set.
4. Ask: How many students are boys out of our set? (4 out of 6)
5. Write the answer on the board.
6. Ask: Which part is the numerator? denominator? Why?
7. Ask: How many students are girls out of our set? (2 out of 6)
8. Repeat the above steps replacing the amount of students in the set.
9. Distribute Math Journals.
Group Work:
Divide the students into five groups for centers. Rotate the groups to a new center every 1015 minutes.
Center #1 Beacon Learning Center's Student Web Lesson: Fabulous Fractions (See Weblinks)
Center #2 Paper Folding Fractions. Materials: crayons, paper, task cards
Task:Have students fold the paper into halves and then color onehalf blue and onehalf red. Write the fraction for the red half. (1/2) Next, have the students take new paper, choose two different colors, and do the following fractions: 3/4, 4/8, and 8/16.
Note: Assist students with the paper folding.
Center#3 Math Journal
Task:Have the students solve the following problem in their math journals.
Task card: In a box of 6 doughnuts, 2 were eaten. In a box of 8, 3 were eaten. Draw pictures and write fractions to show the amount eaten from each box. Illustrate.
Center #4 Pizza
Materials: Paper plates, pencils, crayons, task cards
Task card: Cover 1/2 of the pizza with pepperoni and color. Cover 3/4 of the pizza with mushrooms and color. Cover 2/2, 4/4 or the whole pizza with cheese.
Note: Everyone in the group needs to participate. Please write your name on the back of the pizza and turn the pizza in (specify a location) before going to the next center. Thank you.
Center #5
Materials: counters (Examples: two sided counters like red/yellow ), paper, pencil
Task card:
Fractions can be used to name parts of a set. Lay 6 counters on the table with the yellow side up. We have 2 red apples and 4 yellow apples. Turn 2 counters over showing the red side. What fraction of the apples are red? 2 out of 6 are red. Write the fraction 2/6.
Complete the following: 10 apples (4 red, 6 yellow) What fraction of the apples are red? 20 apples (5 red, 15 yellow) What fraction of the apples are red?
Wrapup:
1. Have students return to their seats.
2. Discuss what they know about fractions including the denominator and numerator.
3. Check Center #3 Math Journals with whole group.
4. Review examples of fractions on the board.
5. Distribute Math Journals again and allow children time to complete the following independently for assessment. (Write the following on the board or chart beforehand.)
#1. Jane bought 8 bananas. She peeled 2 of them. What fraction of the bananas are peeled? (2/8)
#2. Draw a picture of 9 apples (5 yellow & 4 red) Write the fraction that names the yellow apples. (5/9). Write the fraction that names the red apples. (4/9)
#3#4. Draw 2 circles in your journal. Shade 1/4 of one and 3/4 of one.
#5. Explain in words what 3/4 of a pizza means.
#6 Explain what fractions are and where you may encounter them in the real world.
Assessments
Formative Assessment:
Teacher observation during discussion and examples. Call on many different students for answers so as to check for comprehension.
Math Journal entry. You will need to check each entry for the correct fractions, shading, and written explanation of what a fraction means. The explanation should include an explanation of the meaning of a numerator, a denominator, and a fraction as it relates to part of a whole or part of a set.
Web Links
Student Web Lesson for Fraction Frenzy Fabulous Fractions
