Lesson 1: Readiness for Fractions (5 Bars and Fraction Bingo) Your group may select elements from one or both lesson plans.

Transcription

1 This packet is a double packet including both lessons: Lesson 1: Readiness for Fractions (5 Bars and Fraction Bingo) Lesson 2: Fractions and Fraction Names (8-Bars) Your group may select elements from one or both lesson plans.

2 Grade 3 Lesson 1: Readiness for Fractions Purpose: Materials: To become familiar with models for fractions Fraction Bars, 5-Bars and Fraction Bingo mats, markers, arent game mats and bars TEACHER MODELING/STUDENT COMMUNICATION Activity 1 To become acquainted with the deck of bars. Fraction Bars Pass out a deck of Fraction Bars to each group. Spread the bars face up and look at different types. Give students time to sort the bars and become familiar with them. Discuss some of their observations such as colors, numbers of parts, and the sizes of the parts. Activity 2 Describing bars with whole numbers 1. Hold up a red bar with 4 parts shaded and describe it as follows: Here is a red bar with 4 parts shaded). Fraction Bars Ask each student to pick up any bar and count the number of parts that are shaded. As students hold up their bars, ask a few to tell the color of the bar and the number of parts that are shaded. Then ask the following questions: Does anyone have a bar with all parts shaded? A bar with all its parts shaded is called a whole bar. Does anyone have a bar with no parts shaded? A bar with no parts shaded is called a zero bar. What bars are half shaded? (green, blue, red and orange bars) A bar that is half shaded is called a half bar. Pick up a different bar and this time count the number of parts that are not shaded. Check a few examples to clear up any questions. 2. Sketch the "double-box" shown here and ask: Which of your bars is being described by the numbers in these two boxes? (orange bar with three parts shaded) Point out that every bar can be described with just two numbers: one for the total number of parts and one for the number of shaded parts. 3. Write a few "double-boxes" without the labels on the board and ask students to find and hold up the corresponding bars from their decks.

3 Game: 5-Bars (whole class) 5-Bars mats markers bars and 5-Bars mat Pass out a 5-Bars mat for each student and a sack of markers for each group. Use a arency of the 5-Bars mat to describe the game. Select any arent bar, place it on the overhead, and describe it by giving its color and number of shaded parts. By playing along with the students at the overhead you can illustrate the game and model descriptions of the bars. For example, Here is a blue bar with 3 parts shaded. If anyone has a blue bar on your mat with 3 parts shaded, place a marker beside the bar. For any whole bar, zero bar, or half bar that is selected, you may place a marker on your mat if you have such a bar, regardless of its color. Continue the game by selecting arent bars. The first person to place a marker beside each of their five bars calls out "5-Bars" and wins the game. Game: Fraction Bingo (whole class) Fraction Bingo mats markers. Fraction Bingo mat. bars Pass out a Fraction Bingo mat for each student and a sack of markers for each group. Use a arency of the Fraction Bingo mat to describe the game. Select any arent bar, place it on the overhead, and describe it by giving its color and number of shaded parts. For example, Here is a yellow bar with 2 parts shaded. Does anyone have a yellow pie on your mat with 2 parts shaded? If so, place a marker on this pie. Continue by selecting and describing arent bars. If a whole bar, zero bar, or half bar is selected, players may place a marker on a whole pie, zero pie or half pie regardless of its color. The first player to get 3 markers in a row, column, or diagonal calls out "bingo." mats and markers 5-Bars and Fraction Bingo (small groups) Students can play either of these games in small groups. The bars for each group should be spread face down and each player in turn takes a bar and describes it. Any players with the selected bar on their mats or the corresponding pie may place a marker on their mat. INDEPENDENT PRACTICE and ASSESSMENT Activity Sheet #1A Writing the total number of parts and number of shaded parts for bars Activity Sheet #1B Writing the total number of parts and number of shaded parts for pies

4 Grade 3 Activity Sheet #1A Name: This bar has a total of 5 equal parts. Yes, and it has 2 shaded parts and 3 parts that are not shaded. Write the missing numbers for each box Number of shaded parts Number of parts NOT shaded Number parts NOT shaded Number of parts shaded _ Number of shaded parts Number of parts NOT shaded Number of parts NOT shaded Number of parts shaded

5 Grade 3 Activity Sheet #1B Name: Write the total number of parts and the number of shaded parts for each pie a. a. b. b. c. c. Write the total number of parts and the number of shaded parts for each bar

6 Grade 4 Lesson 2: Fractions and Fraction Names Purpose: Materials: To introduce fraction names Fraction Bars, pencils, Masters "Fraction Names Recording Sheet," 8-Bars mats and markers, arent bars and arent 8-Bar mat TEACHER MODELING/STUDENT COMMUNICATION Activity 1 Fraction names for bars in the deck bars 1. Place arencies of these bars on the overhead and with the help of the students write the fraction for each bar. The names for these fractions will be written in the steps below. After the fractions for these bars are written, tell the students that each fraction has a name. The name of the fraction "3 over 4" is "three-fourths." Notice that it has a first name "three" and a last name "fourths." Write its name on the overhead. What is the name of the fraction "1 over 4?" (one-fourth) Write its name and continue asking for the names of these fractions and writing them beside the bars. What do you notice about these fraction names? (Possibilities: Their last names are all the same. Their first names are the numbers of shaded parts in the bars. The last names all contain the word "four" which is the total number of parts in each bar.) bars 2. Place arencies of these bars on the overhead and with the help of the students write the fractions for each bar. After this is done, ask for the names of these bars and provide hints and assistance as needed. Write each name beside its fraction. What is the name of the fraction for the yellow bar? (two-thirds) The red bar? (one-sixth) The orange bar? (seven-twelfths) Leave as many arent bars and their names as possible on the overhead to help students in the next activity.

7 Activity 2 Students write fraction names for the bars bars and pencils Masters Fraction Names Recording Sheet 8-Bars mats 8-Bars mat 1. Pass out a deck of bars to each group and a Masters "Fractions Names Recording Sheet" to each student. The names on the overhead from the last activity will be helpful to students. Select any yellow bar and place it at the top of your recording sheet. Write its fraction and its name below the bar. Continuing selecting one bar of each color for your recording sheet. Activity 3 Extending the deck of bars Pass out an 8-Bars mat to each pair of students. Place the arent 8-Bars mat shown here on the overhead. What types of bars on your mat are different from those in your deck of bars? (fifths, purple; eighths, pink; and tenths, white) Take a minute to look at your mats. What do you notice? Answers will vary. Illustrate some of their observations at the overhead. In particular, discuss the last names of the fractions for the bars. Find the two bars on your mats that are half shaded. Every mat has two half-bars. Place a ruler on the center lines of the bars to call attention to all the bars that can be half shaded. The only bars that can not be half shaded are thirds and fifths. bars 8-Bars mats and markers Game: 8-Bars (whole class) Pass out a sack of markers to each group and tell students they will use their 8-Bars mats to play a game. Select arent bars and recite the name of the fraction for each bar. For each arent bar selected, I will say the name of its fraction and you can place a marker beside the bar if it is on your mat. For any half-bar I select, you may place a marker on all the half-bars on your mat. The first player to get markers for 3 bars that are side-by-side, calls out "3-bars side-by-side" and wins the game. Note: Depending on the time available, different versions of the game are possible. For example, "3-bars side-by-side" or "5-bars side-by-side", etc. Obtaining markers for all eight bars on a mat is very time consuming. INDEPENDENT PRACTICE and ASSESSMENT Activity Sheet #2A Shading bars and writing the fractions for given fraction names Activity Sheet #2B Equalities and inequalities of shaded amounts on 8-Bars mats

8 Grade 4 Lesson 2 Master - Fraction Names Recording Sheet Name: _ Find a bar with the color and place it on the sheet. Write its fraction and its name. Name: Name: Name: Name: Name:

9 Grade 4 Activity Sheet #2A Name: For each fraction name, shade a bar below and write its fraction. one-third seven-twelfths three-fourths one-tenth one-half three-eighths five-sixths two-thirds one-fourth two-fifths Mystery Bars - Sketch the two bars that each satisfy the following clues: The number of equal parts in the bar has 5 letters in its name. The number of parts that are not shaded is an even number with 4 letters in its name. Write the fractions for the two mystery bars.

10 Grade 4 Activity Sheet #2B Name: Use the two 8-Bars mats below to answer the following questions. 1. What is the number of the mat with a six-eighths bar? 2. What is the number of the mat with an eighth-twelfths bar? 3. Which mat has a bar with the same amount of shading as the tenths bar? 4. Which mat has a bar with the same amount of shading as the sixths bar? 5. Which mat has a bar with the greatest shaded amount? (greatest fraction) 6. Which mat has a bar with the smallest shaded amount? (smallest fraction) 7. Which mat has three bars side by side with increasing shaded amounts? 8. Which mat has three bars side by side with decreasing shaded amounts? Mat #8 Mat #12