Tortilla used to teach fractions

NAME: Leiloni Cloutier SUBJECT: Mathematics
GRADE LEVEL: 3 LENGTH: 30-40 Minutes
NUMBER OF STUDENTS: 25

PREINSTRUCTIONAL

Number Sense and Numeration

Content Standard 2: Students recognize that numbers are used in different ways such as counting, measuring, ordering and estimating, understand and produce multiple representations of a number, and translate among equivalent representations. (Representation and Uses of Numbers)

Benchmark—Elementary # 1
Represent whole numbers, fractions and decimals using concrete, pictorial and symbolic representations.

Content Standard 3: Students investigate relationships such as equality, inequality, inverses, factors and multiples, and represent and compare very large and very small numbers. (Number Relationships)

Benchmark—Elementary #1
Compare and order numbers using “equal,” “less than,” or “greater than.”

Benchmark—Elementary # 2
Use part-whole relationships to explore numbers, develop number concepts and understand computation.

Objectives

1. As a result of this lesson, students will be able to solve problems with fractions individually through interpreting part-whole relationships.
2. As a result of this lesson, students will be able to solve problems with fractions in collaboration with their peers through interpreting part-whole relationships.

Materials/Special Arrangements/Individual Modifications
Chalkboard, chalk, pencils, crayons, worksheets, and corn tortillas (couple for each student)





During Instruction

Introductory Activity: Students will be given pre-assessment worksheets with a five minute time limit using Appendix A and B. The teacher will go over the answers in class and then collect the student’s worksheets.

Developmental Activity:
1. The teacher will start by letting the students take a two minutes break before beginning the lesson.
2. The teacher will give the students five minutes to complete their pre-assessment worksheets using Appendix A and B.
3. The teacher will go over the answers verbally to the pre-assessment worksheets by using Appendix C and D. The teacher will then collect the students’ worksheets.
4. The teacher will hand out worksheets on adding, subtracting, and comparing fractions using Appendix E, F, and G. The teacher will also give the students guides to help them with their worksheets using Appendix L and M.
5. The teacher will write on the board a couple examples of adding and subtracting fractions using Appendix H, I, and J.
6. The students will be divided into groups of two. The teacher will have the students count off 1, 2 …until everyone is in a group. Groups should not have more than two students per group.
7. The teacher will use a corn tortilla to show the students what he expects them to do. The teacher should use Appendix K as a reference.
8. Each group will each be given four corn tortillas to work with. The teacher will demonstrate how the corn tortilla can be a visual for learning fractions. The students should use Appendix M as a guide.
9. The teacher will instruct the students to use one corn tortilla to show all of the fractions: 1, ½, and ¼.
10. The teacher will instruct the students to use one corn tortilla to show each one of the fractions: 1/3, 1/5, and 1/6.
11. Each group will be given two corn tortillas—one for each student. The students will work collaboratively as a group to solve a fraction problem.
12. The teacher will write one example of a fraction problem consisting of two equal fractions for each group to solve using their corn tortillas using Appendix N.
13. Each group will share their fraction problem with the class by showing and explaining to the class how their two fractions are equal to one another.
14. The teacher will hand out a worksheet for the students to complete for homework using Appendix O.

Concluding the Lesson:
Each group will select one individual to present their group’s fraction problem and the process they took to come up with their answer.

Follow-up Activity or Assignment
Students will be given worksheet page 13 out of the text book Mathematics for Elementary Students Fifth Edition. They should do problems one through ten with number eleven being optional. The teacher will go over the instructions at the top of page 13. The students will be instructed to come up with an answer for each problem. This activity may be started in class if time permits. If not than it needs to be completed for homework.

POST INSTRUCTIONAL

Evaluation of Student Learning: Evaluation of student learning will be based on the following:
1. The student’s individual successes in learning how to add, subtract, and compare fractions.
2. The success of the group in solving problems with fractions.
3. The student’s homework assignment.