Also we worked with fraction strips, that the children created. This not only allows them to work with fractions visually, but gives them a hands on manipulative.
1. Subject/Content Area: Mathematics/Fractions
2. Alabama Course of Study Correlation: Grade 5:
3.) Solve word problems that involve decimals, fractions, or money
• Converting Fractions and mixed numbers to decimals and percents
3. Concept or Skill: Constructing Fraction Slips in order to find equivalences and the greater numbers.
4. Behavioral Objectives: The Student will be able to
• Build his/her own fraction slips including 1, 2, 3, 4, 6, 8, 9, 10, 12 as fractions.
• Use the fractions slips to find equivalences.
• Determine greater numbers represented by fractions.
5. Evaluation: Walk around the room to see if the students are creating their own fraction slips based on teacher instruction. Can they follow the teacher’s lead and make strips according to teacher instruction? Are any of the students needing help constructing their slips? Ask the students to find equivalences using their fraction slips after the teacher asks for and equivalence. In the closure, students will be able to determine the larger fraction by using their fraction slips and the number line on the board.
6. Materials:
• SmartBoard
• Number line, drawn on board
• Construction Paper, cut into strips in 8 different colors
• Marker
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7. Teaching and Learning Procedures:
A. Motivation: Ask the students if they think that money can be represented as a fraction and if so how? Relate to students by explaining that a dime is 1/10 of a dollar, a quarter is ¼ of a dollar, and so on.
B. Instructional Procedure:
C. 1)
• Distribute the cut construction paper that has been previously cut into strips, and counted out.
• Choose the first color (red) and have the students write the number 1 on the strip. This will represent the whole number.
• Then have the students chose the next color (blue).
• The teacher will demonstrate how to fold this strip in half to the students.
• Students will respond by folding their paper in half. The students will then write ½ on each side of the strip.
• Teacher will hold up the next color (yellow) and fold this strip in three equal folds.
• Students will follow the teacher’s lead and fold their strip in three equal folds.
• The teacher will number each of the folds 1/3 and have students write 1/3 in the equal thirds spaces
• Take the green strip. Fold it into four equal quarters, and have students’ copy.
• Students will fold their paper equally and number each fold ¼.
• The teacher will then take the purple strip and fold this strip into six equal sections and ask students to copy.
• At different times during these procedure the teacher may need to stop and help individual students prepare their strips.
• Students will write 1/6 into each of the equal sections of the strip.
• The teacher will then choose the next color (white). The teacher will fold this strip into equal sections of eight.
• Students will copy this procedure, and number the equal portions with 1/8.
• Teacher will choose the next color (brown) and have students watch as it is folded into ten different sections.
• Students will copy this procedure and fold their strips accordingly, then label each portion 1/10.
• Finally the teacher will choose the color (orange) and fold it into 12 different yet equal portions.
• The students will copy and then label each equal portion 1/12.
2) Once the strips have been formed the teacher will write the number line on the board.
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• Teacher will ask students to look at their strips. Teacher will state that no matter what the fraction is ½ to 50,000/100,000 that those fractions will be in this section of the number line.
• Teacher will then ask students to look at their fraction strips and tell me another fraction that is equal to ½.
• Students will respond 3/6 of 6/12.
• Teacher will then ask for another fraction that is equivalent to 8/12.
• Students will respond ¾.
• Teacher will continue to work with the handcrafted manipulatives comparing the fractions in front of the children.
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3) Teacher will write a fraction on the number line (3/4).
• Teacher will then ask students if 9/12 is greater than, less than, or equal to ¾.
• Students will use their manipulative to determine that the number given is greater than the number on the board.
• Teacher will then write the fraction ½ on the number line.
• The teacher will ask students to come up with two other fractions that are less than ½.
• Students will respond ¼ , 1/12, 2/8, and so on.
• Teacher will then ask students where they think those numbers should go on the number line.
• Teacher will instruct them to look at the fraction strips and determine where they fit on the number line.
• Teacher will spend five minutes working with placement of fractions on the number line.
Sample Questions to use throughout the lesson:
Is ½ equal to 3/6?
Is 8/12 greater than 3/4?
Who can tell me another number that is equivalent to 1/2?
What is greater on the number line, 1/3 or 2/8?
How are 8/8, 12/12, 3/3, 4/4 alike and how are they different?
Does 10/10 mean that it is greater than 1?
D. Closure: Allow each student to discuss their fraction slips and have them try to stump each other.. Ask if anyone had problems with their fraction strips? Some students may need help reconstructing strips. Discuss, as a class different ways that fractions and money are similar. Share any problems that were brought up during the lesson.
E. Supplemental Activities: As a supplemental activity, I will have the students build other fraction strips to add to their collection, such as a 1/5th strip, 1/7th strip, and a 1/11th strip.
F. Early Finishers: There will be no early finishers, this will be done as a whole group, and early finishers will be asked to work on further strips.
Enrichment: Students will be asked to place fractions on the number line and find the right placement of each. Furthermore, students can begin converting fractions into decimals.
Remediation: Students needing remediation will be asked to come to small group and bring their fraction strips. The teacher will work with them using the manipulatives, folding the strips and showing equivalences.
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