Lesson Plan

Students will name fractions that are represented by the shaded and non-shaded parts of a given region.
Lori-Anne K.
Classroom teacher
La Sierra University
Riverside, United States
My Subjects English Language Arts, Math, Science, Social Studies, Arts, Health & Wellness
Objectives

Students will be able to identify and shade in fractions.

Students will be able to demonstrate and understanding of fractions by explaining that a fraction represents a part of a whole and comparing fractions of the same whole like denominators.

Students will be able to identify common characteristics of a given set of fractions

Students will be able to name and record the fraction represented by the shaded and non-shaded parts of a given region.

Subjects
Math

#### 1 .1 ENGAGE- COMPLETE SMARTNOTEBOOK ACTIVITY ON FRACT\IONS

1. Show mini lesson on Smart Notebook and have students complete the interactive activities as a class. For this activity a mini review lesson on previous foundation for todays lesson will be used for students to build new concepts on. The teacher will ask questions such as: What is a fraction?, What is the word for the bottom number of a fraction?, What does the denominator stand for?, What is the word for the top number of the fraction?, and What does the numerator stand for? Questions are asked to see if students could recall previous knowledge from prior lessons.

2. Show students examples of fractions pertaining to shaded and non-shaded equal parts of objects using the Smart Board. Explain and demonstrate how to shade in fractions to represent specific fractions (Ex. 3/6th, 2/6th...).

3. Show students how to do interactive activities on the Smart Notebook.

4. Provide examples of a variety of shaded and non-shaded fractions for students to represent on the Smart Board (Ex. 1/5th, 4/5th, 2/3rd...).

Student Instructions

1. On the Smart Board show the difference between the numerator (red) and the denominator (blue) using the Smart Board Pens.

#### 2 .2 EXPLORE- HANDS ON ACTIVITY AND WORKSHEET

Students will be handed worksheet and linking cubes to complete fractions. Create work sheet using the link here.

2. This activity will allow students to explore how fractions are represented as a whole, represent the shaded/non-shaded region of a shape by fractions, and reinforce the numerator and denominator.

3. The color-coded linking cubes are represent the shaded/non-shaded pieces of fractions. The worksheet will assist students in the manipulation of fractions when answering questions.

4. After demonstrating now to complete the task, the teacher will rotate across the room keeping students on tasks and assisting students who may need help in applying the new knowledge.

Student Instructions

1. Follow the instructions on the worksheet and use the linking cubes for each question by showing each fraction for each question.

2. For each picture write the fraction for the shaded area on the left and non-shaded area on the right.

#### 3 .3 EXPLAIN- USING MATH LANGUAGE

1. Throughout this unit and this lesson, the teacher will begin to introduce the vocabulary needed to tell the parts of the fractions. The key vocabulary words include words such as: fraction, denominator, divisor, numerator, whole number, and more.

2. Students will be encouraged to use this new terminology when discussing fractions.

3. When students are given their activity, the teacher will demonstrate how to get different shaded and non-shaded fractions using the linking cubes.

4. Have students create a new number operation "spelling list" relating to vocabulary on fractions located on SpellingCity. SpellingCity vocabulary activities will be completed throughout the week.

Student Instructions

1. Use math terminology/ math language when working on activity.

1. When students are working on the exploration activity, the teacher will explain to students the purpose of the activity is to model part-whole relationships.

2. Have students complete the assigned Mathletics activity at home. Use this link.

Student Instructions

1. Have students create a new "sticky" with their name answering questions on pinup, from the teachers "exit ticket sticky" located on the canvas. Have students complete this task on iPads using the pin-up application.

2. Teacher can monitor this in "Google My Classroom" application set up at the beginning of the year. The teacher can see all the responses to the "exit slip", students that need help, and students who are struggling with the questions. This determines the mastery of the concepts discusses in this lesson formatively. This will give you immediate information on what concepts students mastered formatively.

3. See student directions for "exit slip sticky".

Student Instructions