Math by Topic Sampler

Lesson Plan for Student Book CII, Pages 8–9 Level C Teachers Manual 8 O BJECTIVE : To name fractions from Fraction Bars. To identify similarities and differences among Fraction Bars. To relate fractions to number lines. M ATERIALS : Fraction Bars, overhead Fraction Bars V OCABULARY : Similarities, differences, pattern I NTRODUCTORY A CTIVITIES Discover the Pattern Each group of 2 to 5 students should have a set of Fraction Bars. Each fraction bar in this set represents 1 whole such as 1 whole cracker or 1 whole brownie. Look through your set of fraction bars with your group. Discuss in what ways your bars are alike and how they are different. Make a table with 2 columns headed “Similarities” and “Differences.” After 10 minutes, ask volunteers from each group to tell about the similarities and differences they have found. * It is very important that the last similarity, i.e. each bar is divided into parts of equal size, be verbalized because this is the essential concept of a fraction. Naming and Identifying Fraction Bars The following 3 activities will assess students’ ability to translate from a concrete model to a written or spoken name. 1. Ask a volunteer to name the shaded part of a Fraction Bar. To encourage students to visualize the number of parts the whole is divided into, ask 3 questions: How many parts has the whole been divided into? How many parts are shaded? What fractional part is shaded? 2. Write a fraction on the chalkboard or overhead, e.g. 3 ⁄ 4 . Ask students to find a matching Fraction Bar and draw a picture of the fraction. 3. Say a fraction name aloud, e.g. seven twelfths. Ask students to find a bar to match the fraction or draw a picture of the fraction. Repeat these activities with other fractions. A BOUT T HIS P AGE This page provides opportunities for students to generalize how 3 fractions are alike according to a particular attribute. Illustrate the first problem with overhead Fraction Bars. Answers: 1. Divided into 2 parts. 2. Exactly 1 part shaded. 3. All parts shaded. 4. One-half shaded. 5. One-third shaded. 6. Three-fourths shaded. 7. Less than one-half shaded. 8. All but 1 part shaded. F OLLOW UP A CTIVITIES What’s My Secret? With a partner or small group, students take turns selecting a subset of Fraction Bars that are alike in one way. Others in the group try to guess the secret. Demonstrate an example by showing all the bars of one color and have students guess the secret of the sorting. Other ways the students may sort by: everything shaded, nothing shaded, one part shaded, equivalent parts shaded, etc. Skill Builders 11-1 Similarities Differences shape size congruent width, length thickness weight material *All divided into parts of equal size colors number of parts number of bars per color number of shaded parts 34 L E V E L C g r a d e s 5 – 6 Explicit, Conceptually-Based Instruction: name fractions from shaded bars * Not all lessons follow this format Reinforce 3 3 Introduce > Explore 1 Student Book Visualize 2