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Cut, Draw, and Write Fractions!
Grade Level: Third Grade
Alignment/ Standards:
Pennsylvania Department of Education State Aligned Standards
M3.A.1.2.1: Write the fraction that corresponds to a drawing or part of a set (numerators 1-9, denominators 2-10. No equivalent or improper fractions or mixed numbers).
M3.A.1.2.2: Create a drawing or set that represents a given fraction (numerators 1-9, denominators 2-10. No equivalent or improper fractions or mixed numbers).
Common Core Standards
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.
Vocabulary:
Fraction- Any part of a group, number, or whole.
Numerator- The number above the line of a fraction, showing number of parts of a whole.
Denominator- The bottom of a fraction. The number of groups the whole is divided into.
Objectives:
The student will be able to draw a picture to represent a fraction correctly 4 out of 5.
The student will be able to write a fraction to represent a picture.
Essential Question:
How can we represent fractions?
Duration:
~15 minutes
Materials:
· Paper cut into 6 equal sized circles or 6 paper plates
· Crayons, markers, or colored pencils
· Scissors
· 2 blank pieces of paper
Suggested Instructional Strategies:
Active Engagement- The student is coloring, cutting, and drawing fractions.
Modeling- The teacher models the first fraction so the student can observe the activity.
Skill/Concept- Throughout the lesson the students will be
Kinesthetic/Tactile- The students are able to physically color, create, and represent fractions.
Analysis- The students analyze characteristics of fractions and compare fractions
Instructional Procedures:
Introduction
Today we are going practice representing fractions in different ways. We will color, write, and even cut fractions. But first, let’s review what we know about fractions. When we make a whole into fractions, we need to separate it into equal pieces. When we write fractions we place the numerator or the number of parts of a whole on the top and the denominator, the number of groups the whole is divided into. Let’s make some fractions!
1) Have your student color each paper plate to look like a different circular object. (ex. Beach ball, pumpkin, cookie, wheel, etc.)
2) Pick one of the colored circles and a piece of paper and writing utensil.
3) Say, this is one whole paper plate. I am going to draw a picture on this paper of 1 whole and next to my picture I am going to write 1 because it is one whole.
4) Repeat this process with another plate and cut it into half. Say, “This is cut into halves. I am going to draw a picture of this circle and next to each piece I am going to write ½.”
5) Now it is your turn! Have students cut one of their circles into thirds, draw it, and label each piece.
6) Continue this with the last three circles, fourths, fifths and sixths allowing the student complete fifths and sixths independently.
Conclusion: How many ways did we represent fractions? What do you think we do more often, draw or write fractions? Why? We cut, wrote, and drew fractions. Let’s see if you can represent fractions without the plates.
Assessment: Ask your student to draw 1 whole and label it using a sheet of blank paper and a writing utensil. Repeat this with 1/3, 1/5, 1/2, and 1/4.
Modifications/ Extensions:
Extension- See how many different ways you can cover the whole circle with the fraction pieces (ex. 1/2 and 2/4s = 1 whole). Keep a record of your combinations. This can even be competitive. See who can find the most combinations to make 1 whole.
Retention- If the student is struggling with drawing fractional representations, the student can trace the fraction pieces of plates onto a blank piece of paper and label them.
Below is a link to download the lesson plan:
Grade Level: Third Grade
Alignment/ Standards:
Pennsylvania Department of Education State Aligned Standards
M3.A.1.2.1: Write the fraction that corresponds to a drawing or part of a set (numerators 1-9, denominators 2-10. No equivalent or improper fractions or mixed numbers).
M3.A.1.2.2: Create a drawing or set that represents a given fraction (numerators 1-9, denominators 2-10. No equivalent or improper fractions or mixed numbers).
Common Core Standards
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.
Vocabulary:
Fraction- Any part of a group, number, or whole.
Numerator- The number above the line of a fraction, showing number of parts of a whole.
Denominator- The bottom of a fraction. The number of groups the whole is divided into.
Objectives:
The student will be able to draw a picture to represent a fraction correctly 4 out of 5.
The student will be able to write a fraction to represent a picture.
Essential Question:
How can we represent fractions?
Duration:
~15 minutes
Materials:
· Paper cut into 6 equal sized circles or 6 paper plates
· Crayons, markers, or colored pencils
· Scissors
· 2 blank pieces of paper
Suggested Instructional Strategies:
Active Engagement- The student is coloring, cutting, and drawing fractions.
Modeling- The teacher models the first fraction so the student can observe the activity.
Skill/Concept- Throughout the lesson the students will be
Kinesthetic/Tactile- The students are able to physically color, create, and represent fractions.
Analysis- The students analyze characteristics of fractions and compare fractions
Instructional Procedures:
Introduction
Today we are going practice representing fractions in different ways. We will color, write, and even cut fractions. But first, let’s review what we know about fractions. When we make a whole into fractions, we need to separate it into equal pieces. When we write fractions we place the numerator or the number of parts of a whole on the top and the denominator, the number of groups the whole is divided into. Let’s make some fractions!
1) Have your student color each paper plate to look like a different circular object. (ex. Beach ball, pumpkin, cookie, wheel, etc.)
2) Pick one of the colored circles and a piece of paper and writing utensil.
3) Say, this is one whole paper plate. I am going to draw a picture on this paper of 1 whole and next to my picture I am going to write 1 because it is one whole.
4) Repeat this process with another plate and cut it into half. Say, “This is cut into halves. I am going to draw a picture of this circle and next to each piece I am going to write ½.”
5) Now it is your turn! Have students cut one of their circles into thirds, draw it, and label each piece.
6) Continue this with the last three circles, fourths, fifths and sixths allowing the student complete fifths and sixths independently.
Conclusion: How many ways did we represent fractions? What do you think we do more often, draw or write fractions? Why? We cut, wrote, and drew fractions. Let’s see if you can represent fractions without the plates.
Assessment: Ask your student to draw 1 whole and label it using a sheet of blank paper and a writing utensil. Repeat this with 1/3, 1/5, 1/2, and 1/4.
Modifications/ Extensions:
Extension- See how many different ways you can cover the whole circle with the fraction pieces (ex. 1/2 and 2/4s = 1 whole). Keep a record of your combinations. This can even be competitive. See who can find the most combinations to make 1 whole.
Retention- If the student is struggling with drawing fractional representations, the student can trace the fraction pieces of plates onto a blank piece of paper and label them.
Below is a link to download the lesson plan:
cut.doc | |
File Size: | 41 kb |
File Type: | doc |