Amanda Porter FRIT 8530: Applications of Instructional Technology Understanding by Design Lesson Introduction to Fractions Fall 2012

Title of Unit

Introduction to Fractions

Grade Level

Georgia Performance Standards 4.NF Understand decimal notation for fractions and compare decimal fractions. MCC4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 1 34/100 . MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Goals/Objectives/Understandings
Students will:
Understand that fractions can be expressed as decimals. Understand that the decimals can be represented visually and in written form. Understand that decimals are a part of the base ten system. Understand that tenths can be expressed using an equivalent fractions with a denominator of 100. Write a decimal to represent a part of a group. Model decimal fractions with base-ten blocks. Determine the value of two decimals and fractions (less than or greater than). The denominator of a fraction is the remaining portion after the numerator is subtracted. In order to solve a problem involving factions, you add the numerator and the denominator together.

Related Misconceptions:

Essential Questions: Overarching Questions: What are fractions? What are decimals? How are decimal fractions written using decimal notation? How are decimal numbers and decimal fractions related? How are decimals and fractions related? How can I combine the decimal length of objects I measure? Topical Questions: What are the characteristics of a decimal fraction? What is a decimal fraction and how can it be represented? What models can be used to represent decimals? What patterns occur on a number line made up of decimal fractions? What role does the decimal point play in our base-ten system?

How can I model decimals fractions using the base-ten and place value system? How can I write a decimal to represent a part of a group? How does the metric system of measurement show decimals?

When adding decimals, how does decimal notation show what I expect? How is it different? When can tenths and hundredths be used interchangeably? When is it appropriate to use decimal fractions? When we compare two decimals, how do we know which has a greater value? When you compare two decimals, how can you determine which one has the greater value? Why is the number 10 important in our number system?

Knowledge and Skills

Knowledge
Students will know:

Skills
Students will be able to:

Recognize and represent that the denominator determines the number of equally sized pieces that make up a whole. Recognize and represent that the numerator determines how many pieces of the whole are being referred to in the fraction. Compare fractions with denominators of 2, 3, 4, 6, 10, or 12 using concrete and pictorial models. Understanding that a decimal represent a part of 10. A fraction is a representation of a whole divided into equal parts. Fractions can be turned into decimals and visa versa with denominators of 10 and 100. Denominators are the bottom part of a fraction (the whole).

Explain the difference between a numerator and denominator of a fraction. Interpret real-life scenarios in which we use fractions to represent parts and wholes. Apply understanding of fractions in order to create a visual model of multiple fractions and into decimals. Apply technology and creativity in order to create a visual project. Have perspective of the relationship between a part and a whole of fractions and decimals. Empathize with their classmates during group work in order to collaborate and create successfully. Express decimals to the hundredths as the sum of two decimals or fractions. Model how to write a decimal in different forms as well as form a fraction to a decimal and visa versa.

Use base-ten blocks to represent decimals. Students will be actively engaged by developing their own understanding. Have self-knowledge regarding why it is important to understand and utilize fractions throughout life, particularly how it will apply to specific aspects of their lives. Express a fraction with denominator 10 as an equivalent fraction with a denominator 100 Write decimal fractions with denominators of 10 and 100 as using decimal notation Locate decimals to hundredths on a number line Add two fractions with the respective denominators 10 and 100 Compare two decimals to hundredths Explain the reasoning for decimal comparisons and express their relationship using the symbols, >, <, or =. Justify comparisons using visual models. Compare decimals and express their relationship using the symbols, >, <, or =. Explain that comparisons are valid only when the two decimals refer to the same whole

Assessment Evidence
Performance Tasks:
Students will create fraction/decimal models with base-ten blocks. Process: With a partner, and using a method of their choice (construction paper, base-ten blocks, or tangible items) students will create a visual representation of base ten blocks to fraction cards. They must include a visual representation of five different fractions and label each with the

Other Evidence:
Journal Responses: Students will journal in order to make connections to prior knowledge of fractions/decimals and summarize new knowledge. Informal Assessment: Class discussion and use of dry-erase boards to identify fractions/decimals. State and County assessments.

corresponding fraction. Students are encouraged to be creative and collaborate with peers effectively. If problems arise, students may be given the option to work individually.

Fractional Model Project Rubric

Does Not Meet Expectations: 1 point Models Students create less than 3 fractional models. Less than two models are shown and labeled accurately. Approaching Expectations: 2 points Students create 34 fractional models. At least three models are shown and labeled accurately. Students demonstrate some creativity in medium and style of project. Meets Expectations: 3 points Students create five fractional models. At least four models are shown and labeled accurately. Students demonstrate creativity in medium and style of project. Effort was shown. Little effort was shown. Exceeds Expectations: 4 points Students create more than five fractional models. At least five models are shown and labeled accurately. Students demonstrate unique creativity and originality in medium and style of project. May have selected an option not listed as an example. Effort was portrayed throughout the assignment. Score

Creativity

Students do not demonstrate creativity or originality in medium and style of project. Little or no effort is evident.

Collaboration

Group members struggled to work throughout the activity. Respect is slightly displayed by members.

Group members struggled to work well together throughout the activity Respect is displayed by all or some members occasionally.

Group members work well together throughout most parts of the activity. Respect is usually displayed by all members.

Group members work well together throughout project to develop ideas and work through problems.. Respect is consistently displayed by all members.

Total Score (__/12):

Learning Experiences
Day 1
1. Begin unit with an opening Essential Question in order to spark interest and make connections to previous knowledge. (What do you know about fractions? How do we use fractions in our everyday lives?) Discuss the difference between part and whole, using examples such as portion of a book read, food/drink consumed, portion of the class with a specific characteristic or opinion, etc. Have students write a short paragraph in their math journals describing situations in which they have encountered a part and a whole. (H, W) 2. Allow them to watch the fraction podcast. (W, Eq, O, T) 3. After the podcast, discuss examples listed in videos in order to review. Allow students to discuss video, by sharing connections and asking and answering questions.(R, O, Ev) 4. In their math journals, students will practice representations of an assigned fraction with a numerator of 1 for practice (1/2, , etc.) Allow students to think-pair-share a variety of ways in which to draw a representation (circles, rectangles, triangles, squares, etc.). Students must have equal parts and the numerator of the fraction must be shaded. Give students time to determine multiple ways to draw the same fraction. Come together again as a whole-group and give students opportunities to share. Address misconceptions and give additional examples as necessary. (W, Eq, R, Ev) 5. Review that the numerator represents the part being indicated and the denominator represents the whole (all pieces of the item). Allow students to share connections from earlier.(W, Ev)

Day 2
1. Review what the students viewed form the podcast and hand out students personal kits. Students may cut them as well. (H) 2. I baked a chocolate cake and a vanilla cake for my sisters birthday. Both were the same size.

I sliced the chocolate cake into 8 slices and the vanilla cake into 5 slices. After dinner my family ate 4 slices of the chocolate cake and 3 slices of the banana cake. Which cake had more left? (W, O, Eq, R) Have the students think-pair-share with their kits.
3. Hand out some colored M&MS to each student. Ask if any students know what fraction their M&Ms are blue/whole (red/whole, etc.). Allow students to make fractions and test their partner.

4. Have students journal about their experience and answer these essential questions: How does the amount of each part change as the denominator changes? Reduces. How can you tell how many parts of a fraction make a whole? (W) 5. Review that the whole (denominator) of the entire pile of M&Ms was _ and that the numerator represents the number of a specific color on top. (W, Ev, R)

*Teach may use a ladybug to model for students throughout the instruction. Day 3
1. Teach students that a fraction with one zero in the denominator can be the same fraction as fractions with multiple zeros in the denominator. Ex: 3/10 and 30/100 or 5/10 and 50/100. These are known to be equivalent or the same. (R, Ev, T, O) 2. Pair students in groups and give them matching games (pre-made) of different practions with 10/100 denominators and allow them to match the given fraction with the picture. (R, Ev, T, O) 3. Give students ample time to complete assignments, remediating concepts as necessary. (R, T)

Day 4-5
1. Begin lesson by explaining that decimals are a type of fractional number. The decimal 0.5 represents the fraction 5/10. The decimal 0.25 represents the fraction 25/100. Decimal fractions always have a denominator based on a power of 10.We know that 5/10 is equivalent to 1/2

since 1/2 times 5/5 is 5/10. Therefore, the decimal 0.5 is equivalent to a half, 5/10, 1/2 or 2/4, etc. 2. Write some decimals on the board and allow the students to try to create fractions for them: 0.1 and 1/10, 0.2 and 1/5, 0.5 and , 0.25 and , 0.50 and , 0.75 and , 1.0 and 1/1 or
2/2 or 1. 3. Put students in pairs and give each pair two base-1000 sheet, crayon, and two die. Allow students to role a die and they will use that number in a fraction of (_/10). They will color in that many baseten rows. For example, if a student rolls a 3 then they will color in 3/10 of the 1000 sheet. The first to fill in the entire sheet wins.

Day 5:
1. Students will be given fraction and decimal cards to use in creating a representation model of each card given. They may choose 2-5 fractions/decimals to re-create. The rubric above is used in assessing the students project and understanding. Creativity is encouraged in this activity. 2. If time allows, then the class will play class Jeopardy. http://www.math-play.com/FractionsDecimals-Percents-Jeopardy/fractions-decimals-percents-jeopardy.html

Notes to the Instructor

Due to the fact that fourth-grade students have prior knowledge regarding fractions, an informal pre-assessment will be given. This involves a basic discussion the first day. Students are able to voice any prior knowledge they may have at this time. A variety of instructional options should be readily available to better differentiate instruction for students. Students who are being monitored for RTI, Progress Monitoring, or ESOL purposes and those who many have accommodations or modifications will be given additional time to complete portions of the assignment, additional individual help from the teacher, and small group instruction remediating concepts if necessary.

Additional Resources Fraction Pizza Game: http://www.softschools.com/math/fractions/games/ Bamzooki Fractions Basic Game: http://www.bbc.co.uk/schools/ks2bitesize/maths/number/fractions_basic/play.shtml Identify Fractions with Circles: http://www.visualfractions.com/IdentifyCircles/identifycircles.html Crossing the River Game: http://www.harcourtschool.com/activity/cross_the_river/ Fraction Practice: http://www.softschools.com/grades/4th_grade/math/ http://www.mathplayground.com/FractionGame/FractionGame.html Fraction to Decimal Game: http://www.sheppardsoftware.com/mathgames/fractions/FractionsToDecimals.htm

References

(2005). Pizza fractions game. Retrieved from http://www.softschools.com/math/fractions/games/ BBC. (2011). Bamzooki fractions basic. Retrieved from http://www.bbc.co.uk/schools/ks2bitesize/maths/number/fractions_basic/play.shtml Cox, K. (2008, September 11). K-2 mathematics Georgia performance standards. Retrieved from https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/Grades_K2_Mathematics_Standards_REVISED_September_11_2008%5Ba%5D.pdf Harcourt School Publishers. Cross the river. Retrieved from http://www.harcourtschool.com/activity/cross_the_river/ Landrum, T. J. & McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18(1), 6-17. Rand, R. E. (2011) Identify fractions with circles. Retrieved from http://www.visualfractions.com/IdentifyCircles/identifycircles.html