Lesson #3 Folding Fractions

Teacher: Meghan Leuschner Date: 3/15/17 Subject/ Topic/ Theme: Math, Fractions

I. Objectives
What is the main focus of this lesson?

Students will continue to discover the importance of equal parts in fractions through folding equal parts.

How does this lesson tie in to a unit plan? (If applicable.)

My unit is on the introduction to fractions since they didnt receive a sufficient intro last year. Learning
how to make equal parts through kinesthetic folding is another way to show this.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.

Be able to fold paper to represent fractions with equal pieces.

CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
understand a fraction a/b as the quantity formed by a parts of size 1/b.

II. Before you start

Previous lesson before this.
Prerequisite knowledge How to fold a paper in .
and skills. Previous experience of challenge lesson format (all of their geometry
lessons follow this format).

Assessment -Student folded papers stapled to their fraction challenge sheet.

(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression Multiple Means of
(Action) Engagement
Options for Perception Options for action/interaction Options for recruiting interest
-Reading book on fractions and equal -Naming the fraction, folding -Book for intro
pieces fraction, shading in fraction. -Geometry structured lesson of
-each receiving challenge sheet for exploration and completing
challenges using pictures. challenges

Options for Language/Symbols
-use book to review vocab
-connect spanish word doblar which
means to fold with double (Mrs. G gave
me this).
Options for Comprehension
-connect the drawing lines to cut them in
doubles the pieces that it is made of
works the same way as in folding, but just
folding in .
Options for Expression
-Reading a book
-Hands on folding
Options for Executive Function
-Goal to complete challenges
-Teacher checking and stamping
answers
Options for Sustaining Effort &
Persistence
-receiving stamp for achieving a
challenge
-feedback after raising hand
whether or not piece is equal
Options for Self Regulation
-Students keep trying to achieve
and try to keep folding until they
get there. They may skip around
to different options on paper
(choice of one one to complete in
 what order on the page).

Small rectangle paper pieces.

Doc cam with projector.
Materials-what materials Challenge sheets
(books, handouts, etc) do Full House Book
you need for this lesson Stamps
and do you have them? Crayons

Do you need to set up Students may remain in desks the way that they are.
your classroom in any
special way for this
lesson? If so, describe it.

III. The Plan

Tim The description of (script for) the lesson, wherein you describe teacher
Parts
e activities and student activities
Motivation Read book Full House with students in front. When coming upon the pie ask them if
(Opening/ they can guess how they cut the pie equally and why they didnt use bar lines to cut
Introducti it?
on/
Engageme (Have Mr. Hoving pass out papers while I read)
nt)

Developm Explain that today we are going to continue the idea of equal parts, but work on
ent dividing equal parts by folding. Students may return to seats after you give
directions! This will work similarly with their geometry lessons. They will have a
paper with a series of challenges and teachers will walk around stamping paper and
little paper after they fold their paper and shade in properly.

On paper: Students must name the fractions represented by an image, then they
fold a rectangle piece from their desk to make fraction. They then take a crayon and
color in the fraction to match the challenge paper and have a teacher stamp for
approval. Students raise hand when they have folded one correctly into equal
pieces.

Have students done early help (by showing them and then letting their friend try)
their neighbors fold the fractions they cant figure out.

Have some students share how they got their harder fraction answers from their
paper under the doc cam.

Show students how to make 3rds.

Closure
Show students that if they want to double the amount of equal pieces they just have
to fold the paper in .

Staple all their folded papers to their answer sheet to hand in with their name on it.

Your reflection on the lesson including ideas for improvement for next time:

I always wish that I had more time, but I believe that the students were involved and have a deeper
understanding for equal parts of a fraction. My students who are quick wanted to get up and help others
which got messy once we had 5 people done. I should have put a couple of more difficult fractions on the
paper to keep them occupied or allow them to create their own to challenge one another. We ended up
needing to wrap up about that time anyways, so it wasnt a big deal, but I can see how it could have gone
worse.

I need a better plan for students when they are done early or harder problems to challenge those who
want to speed through.

I also would have had them fold 3 at a time (instead of 1) before raising their hand, because it was crazy
having to go all over the room stamping their answers.