Introduction
Date: October 6, 2009 Subject: Mathematics Class Length: 60 Minutes Grade Level: Third Grade Objectives: The students will be able to explain that fractions are just parts of one whole and although the physical representation may look different the value is the same. They will also be able to write fractions properly only knowing the parts and the whole.
Common Core Standards: Develop understanding of fractions as numbers. 1. Understand a
fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Overview of Lesson: Todays experiment will explore the question what are fractions? The students will continue developing their fraction sense, with a focus on concepts more than rules or algorithms. They will be asked a number of questions during class time and expected to use logical reasoning to come to conclusions. Expectations of Prior Knowledge: This lesson would be an introduction for a fractions unit, so there would not be any expectations of prior knowledge.
Materials
Pencil Blank Paper Cake Cutting Sheet Scissors Spelling List
Procedures
Warm-up Question: What is a fraction? Todays warm-up is a question to invoke thought about the upcoming topic. Listen to all answers and ask students with generalized responses to please elaborate. Encourage students to use math terms such as numerator, denominator, part, and whole. When hearing an important term, write it on the board as a reminder. Also ask for reasoning so students can display their level of understanding. Lesson: Start with the following question on the board: Put the following fractions in order from least to greatest: 1/3, 1/8, 1/5, 1/10. Dont allow the students to convert the fractions to
decimals to determine the answer. If they want to draw a picture and can represent it accurately that is fine. Students should begin to see there are other ways to look at fractions. Using the definitions given from the students, remind them that the numerator (top number) is the part and the denominator (bottom number) is the whole. If no one brings it up, talk about the importance of 0, , and 1. How seeing how close a fraction is to can help determine how big it actually is can be useful. Next propose this word problem to the students. Each day the local baker makes several rectangular sheet cakes, which he cuts into eighths. He sells 1/8 of a sheet cake for $1.59. As part of a new promotional campaign for his store, he wants to cut his sheet cakes into eighths a different way each day. Customers who suggest a new way to cut the cakes into eighths win a free piece of cake each day for a week. What are some of the different ways to cut the cake? Here are some questions to ask before the experiment: *What is the shape of the bakers cake? *What are the restrictions on the ways the cakes can be cut? *How can we tell if the pieces contain the same amount of cake? Students will be assigned in groups (the same as their review group) to work on the cakes cut into eighths activity sheet. The students cut out their cakes into different representations of eight equal pieces. While the groups are working on the project dont forget ask thoughtprovoking questions. *What should be considered when deciding whether the designs are different? *What if we cut curves in the pieces? *Is it easier or more difficult to determine if pieces are equal? After the groups develop four to eight different ways to cut the cake, they will draw one of the designs on the chalkboard. Each group member should be prepared to explain their method shows eighths and why they chose this way to cut the cake. Independent Practice: Students will be given a piece of blank paper, and fold it into three columns. In the first column they should write the heading Word. In the second Vowels. And in the third Consonants. All students should then write their spelling words down the first column, and leaving enough space between them. We are going to use the total number of letters in a word as the whole, and the numbers of vowels and consonants as the parts. Under vowels write a fraction expressing the number of vowels to the number of letters in the word. Do the same under the consonant column. For example: WORD Finger VOWELS 2/6 CONSONANTS 4/6
The word finger has six letters. Two of those letters, or 2/6 of the letters, are vowels, and four of the letters, or 4/6, are consonants.
