TITLE: Creating, Naming and Justifying Fractions CONTENT AREAS Equivalent fractions, parts of a whole, fraction operationsGRADE LEVEL 4th and 5th grade MATERIALS NEEDED: Construction Paper, Scissors, Paper, Markers KEY CONCEPTS/GOALS: Review understandings of fractions and begin to explore adding with fractions.EALR'S and GLE'S) EALR 1: The student understands and applies the concepts and procedures of mathematics.1.1.1 Understand the concept of fractions. Construct ways of making fractions.1.1.2 Understand the relative values of fractions Model and describe equivalent fractions utilizing fraction strips.1.1.5. Understand the meaning of addition and subtraction of fractions.Describe fractions with number sentences.Learning Goals: Provide tool for children to produce, compare and operate on fraction parts.Help children think of fractions in terms other than as just whole number combinations.Use fraction strips to help students recognize and generate equivalent fractions.Using fraction strips to describe fractions utilizing number sentences. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Preassessment What does 1/8 mean? How can we describe it?What connections can we make with these fractions?1/1 2/2 4/4 8/8 16/162/16 1/8 - Activity (Children collaborate in pairs but do individual work)Construct fraction strips1. You should have five different colored strips of paper. Without using a ruler divide 4 of your strips into parts.Divide one color into ½ parts; another color into ¼ parts, another color into 1/8 parts, and another color into 1/16 partsYou should still have one strip that is still whole.2. Cut and label your fraction parts.3. Using fraction strips construct - ½ and 2/4 How are they the same? How do they differ?- 4/8 and 8/16 How are they the same? How do they differ?- Describe Fractions with Number Sentences- Each student receives a piece of large drawing paper- First with whole class “By using your fraction strips think about how youwould find the answer to this number sentence.” Raise your hand whenyou are ready½+1/4+1/4=¼ + 1/8 + 1/16 + 1/16=- On your drawing paper construct 2 number sentences that describe ½2 number sentences that describe ¾2 number sentences that describe 5/8Illustrate each number sentence and color illustrations with markersWe will display your art work in the hall way.If you have time construct number sentences of your choice.- After students have had time to construct their number sentences, ask students to come up and share how they constructed one sentence.- Did any one else use a different number sentence to describe the same fraction?- Closure Reflect in math journals. How do fraction strips help you compare fractions? How do fraction strips help you see if fractions are the same or different?How do fraction strips help you recognize and generate equivalent fractions?How do fraction strips help you describe fractions using number sentences? Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity,language, gender, class) Each must include reference to Trentacosta text. 1.race/ethnicity: We shall share some history of fractions and reflect on ways different cultures have used this vocabulary.2.language: Accommodations will be made for English language learners depending on what resources are available in order to ensure that they understand and relate to the assignment. (translators, visuals, peer collaboration) 3.gender: Efforts will be made to call on students of both genders equally. 4.class: Efforts will be made to contextualize examples in order to build on student schematic understandings of fraction operation vocabulary. POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) As students work, walk around room and make sure each student can illustrate their understandings. (Explain each process)Make assessment notes accordingly. TEACHER REFLECTION (What went well, what would you do differently?)References Siebert, D. and Gaskin, N. (2006). Creating, naming, and justifying fractions. Teaching Children Mathematics. 12(8), 394-400.Trentacosta, J. (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity 1997 yearbook. Reston: National Council of Teachers of Mathematics,
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