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Kinesthetic Learner
Kinesthetic Learner
Visual Learner
Visual Learner
Auditory Learner
Auditory Learner
Technology Integration
Technology Integration

Fractions

Students will understand that a fraction is a part of a whole or part of a group.

Grade Level: 3-5 

Concept: Understand how to write and read fractions correctly. 

Estimated Duration: 40 minutes

 

Objective

Students will be able to 

  • understand that a fraction is a part of a whole or part of a group.
  • write and read fractions correctly.
 
Materials:
Hershey’s Fractions or Apple Fractions by Jerry Pallotta
Individual colored candy packets for each child
Markers
*Chocolate bar, apple and apple cutter (Optional)
*White board (Optional)
 

Differentiation Strategies
These strategies are used to meet the varied needs of all learners:

  • for various grade levelsVarying  academic levels: uses mixed-ability groups to allow students to learn from one another
  • for visual learnersVisual learners: incorporates items that students can divide into smaller pieces to allow students to visualize the parts of a whole
  • for auditory learnersAuditory learners: uses book reading to initiate meaning discussions
  • for kinesthetic learnersKinesthetic learners: engages students by having them counting candies

 

Key Vocabulary
Denominator
Fraction
Numerator
 
Procedures
Warm-up
  • for auditory learnersRead the book Hershey’s Fractions or Apple Fractions by Jerry Pallotta
  • As you read, discuss with students the meanings of the numerator and denominator, parts of a group, and parts of a whole.
  • for visual learnersDemonstrate that dividing one item into smaller pieces (a chocolate bar, apple, or pizza) is looking at parts of a whole. Stress that the pieces must be equal in shape and size.
  • Demonstrate that fractions can also be used when looking at a group of items (colored candies, fruits in a fruit bowl, students in the class). 
 
Direct Instruction
  • Define numerator, denominator, and fraction together at board, and provide examples. 
  • How many of us are here today? This number stands for the total number of students in the class today. Out of all of you, how many of you like to eat tacos? This is the fraction out of all of us that like tacos. (Ex: 11/23) 
  • Continue questioning technique and providing more examples of fractional parts and pieces until students have an understanding.
 
  

Practice

  • for visual learnersDistribute packages or baggies of colored candies. Instruct students to count up their total number of colored candies and write it in their notebooks as the denominator of the fraction. Now students can practice counting up the fraction of each color of their colored candies. Students will individually have different fractions for each bag. Begin with green, yellow, red, brown, etc. Call on several students to go to the whiteboard and write out their fraction for each of the different colors.
  • Explain that fractions can also be written as a part of a whole. If we start with one pizza, we can divide it into fractional parts to share it. (draw a pizza shape on board) Cutting a pizza into eight sections- each section will stand for 1/8. If I ate 3 pieces of this pizza, I ate 3/8. Write this fraction and illustrate at the board by coloring in the pizza shape. Students may also color the pizza shape in their notebooks.
 

Assessment

  • for various grade levelsGroup students in mixed ability pairs to solve various fraction problems
  • Ask student pairs to create their own fraction problem using colored candies for their classmate to solve.
 
Closure
  • Create a class book about fractions using the colored candy concept and illustrate. Assign groups of students a fraction and a color of the colored candies to illustrate for the book.  
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