Lesson: Fractions: Fractional Parts
SWBAT find fractional parts of shapes.
Materials Needed: scrap paper for DN, white board, dry erase markers, pencils, pattern-block sets for each student [trapezoids (x2), rhombuses (x2), and triangles (x2), hexagon (x2)], Shapes for DI, GP, and IND Example, DI Worksheet, GP Worksheet, and IND Worksheet.
Vocabulary: whole (or ONE or unit), denominator, numerator, hexagon, trapezoid, rhombus, and triangle.
Do Now (2 -3 min): One the board the teacher writes the following: ¼ of 20 cents , ¾ of 20 cents . 1/6 of 24 cents , 5/6 of 24 cents . 1/5 of 45 , 4/5 of 45 .
Opening (2 -3 min): Teacher quickly reviews the answer to the Do Now and has students share their thinking or strategy for finding the answer. Then the teacher should state the objective, “Yesterday, we found fractions of wholes, when the whole is a collection of objects. Today, we are going to focus on fractional parts. By the end of this lesson, you will be able to find fractions parts of shapes.”
Direct Instruction (10 min): Teacher begins by sharing a math message. It should be written on the board/chart. “1/2 of the students in Mrs. Lopez’s class went to the soccer game. ½ of the students in Ms. Smith’s class also went to the soccer game. Did the same number of students from each class go to the game?”
The teacher should help the students understand that a fraction is not meaningful unless we know the whole, which means that in the case of Mrs. Lopez and Ms. Smith’s classes, we didn’t know how many students were in each; therefore, we couldn’t accurately determine what ½ for each would have been.
Next the teacher should move into a whole-class activity. The students will need DI Worksheet and the pattern-block sets for this activity. The teacher will go through each question on the DI Worksheet one at a time, having the students solve each using their pattern blocks and record the answers on the DI Worksheet. The teacher should consider reviewing the name of each shape before beginning, or having a chart pre-made for students to refer to at the front of the room. If possible the teacher should have a transparency of the DI Worksheet and pattern blocks to demonstrate the answers as they are discussed with the students.
Guided Practice (10 min): The teacher pairs up students to begin Guided Practice. The students will be completing the same activity with a different shape: double hexagon; therefore each pattern block takes on a different fractional value.
The teacher works through each of the first 4 problems with the students. For the other 4 problems the teacher should split students into groups of 3 or 4 and have them solve the problems together and then report back to the class. The level of difficulty for each problem differs so it can easily be differentiated.
Independent (10 min): The teacher then calls the students attention toward him/her before beginning IND work. The teacher passes out the IND Worksheet. The students are to hand in the IND Worksheet when finished.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
|Shapes for DI GP and IND Work Classwork||
|IND Worksheet Lesson 5 Classwork|
|GP Worksheet Lesson 5 Classwork||
|DI Worksheet Lesson 5 Classwork||