Michael Lamb

Lesson Plan - Revision Introduction y Lesson topic Math: Fractions y Length of Lesson: 40 -50 minutes VA Standards of Learning 3.3 The student will

a) name and write fractions (including mixed numbers) represented by a model; b) model fractions (including mixed numbers) and write the fractions names; and c) compare fractions having like and unlike denominators, using words and symbols (>, <, or =).
Cognitive Objectives Students will:

y y y

Demonstrate understanding that the denominator tells the number of equal parts that represent a whole. Demonstrate understanding that the numerator is a counting number that tells how many equal size parts are being considered. Compare fractions using the terms greater than, less than, or equal to and the symbols (<, >, and =). Comparisons are made between fractions with both like and unlike denominators, using models, concrete materials and pictures.

Materials/Technology and Advanced Preparation y Fraction cards, geometric shapes, cuisenaire rods, spinners (already packaged in a kit) y Small whiteboard y Activity handouts and score sheets Teaching and Learning Sequence Introduction/Anticipatory Set y Assemble the students on the floor by the reading center y Write several fractions samples on the board (proper, improper, mixed numbers) y Ask the students to identify the numerator, then the denominator (noting the importance of their positions) numerator is # of items under consideration, denominator is # representing the whole y Model a mathematical sentence using one of the proper fractions (ex. . We cut the apple pie into quarters for the bake sale and within five minutes, 3 of them were sold) y Ask for two volunteers to come up with a scenario for the other proper fractions. o Ask the class if they agree with the presenter y Turn your attention to the improper fractions and ask the students Does anyone know what to do here? (testing for background knowledge) y Listen to students to evaluate understanding and then model a sentence with the improper .) fraction. (ex. Lesson Development y Instruct the students to work in pre-assigned paired groupings (have one of the students in each group get the manipulatives) y Distribute the activity handouts and score sheets

Michael Lamb

Model the fraction game (race to fill the hexagons) with the geometric tiles (on the whiteboard) then give the students 5 minutes to play

Model the fractions game with the Cuisenaire rods (by simulating a practice round with students also playing a practice round) (determine >, <, =) then give the students 5 minutes to play

Closure y Ask the students which is greater: or 75/100? (=), 7/8 or 5/4? (7/8 < 5/4) y y Ask the students when fractions are used? (when the object is < or > 1) Ask the students to think about their ages? (Are you exactly 8 years old? Probably not. So if you are 8 years and 5 months, then it is important to convert the denominator to months because 5 months is < 1 year). Ask them to calculate their ages as an improper fraction. Write some responses on the board and compare them to proper fractions and ask for volunteers to test their knowledge. Homework (If applicable) NONE Assessment Formative y Listen and observe the students interacting during the group discussions and activities y Listen for concept understanding during questioning and ask probing questions to expand upon first answers Summative y Grade the improper fraction handout and save to students file References Appended Materials Content organizer Geometric tile activity and score sheet Cuisenaire rod activity handout