Victoria Benson & Autumn Sheldon
Fractions lesson 1
Grade level 1st and 2nd
Key Concepts: Fractions
Goals Students will have an understanding of what a fractions is.
1.1 understand and apply concepts and procedures from number sense
1.1 use objects, pictures, or symbols to demonstrate understanding of whole and fractional numbers, place value in whole numbers, and properties of the whole number system
1.1 identify, compare, and order whole numbers and simple fractions
Objectives:
Given an overview of fractions and working with fractions manipulatives, students will know what a numerator and denominator is. Students will demonstrate a clearer understanding that the size of a fraction depends on the number of parts the whole is cut into.
Phase 1 Pre-assessment:
Teacher asks the children if they know what a fraction is. Ask students if they have ever used fractions at home?
Phase 2: Demonstrate knowledge or skill:
Teacher shows children pictures of different foods that are shared, such as, pizza, pie, cake orange sandwich and milk. Teacher asks the students if they have ever cut these things into equal pieces to share with someone.
Teacher explains that a fractions means that it is a part of a whole number. Teacher will hold up their pre-made pizza fraction manipulative and state if they had two members in their family and they needed to cut the pizza in equal parts what would it look like? The teacher picks up ½ of the pizza and states: so if I take this part I would have 1 out of two pieces or ½. Teacher will write on the board or overhead the fraction ½ and explain that the top number is the numerator or section you are taking and the bottom number is the denominator or total number of pieces of pizza.
Phase 3 Guided Practice:
Tell the students that they will each make their own paper pizzas to divide in pieces. Pass out materials. Each child will get 5 pizza circles. Tell students they may use the markers to decorate their pizzas anyway they would like, when they are done you would like them to cut on the pre-drawn lines their pizza into pieces. Each child will get a pizza that has pre-drawn lines for ½ , 1/3, ¼ 1/5 and 1/6. Give students a five-minute warning before you will begin to work with them with their pizza manipulatives. After the pizza manipulatives are made begin to ask the students questions. Ask students” What pizza would a family of three need to use, if they wanted to each have the same amount of pizza? Tell students to hold up the pizza they would choose. So how many pieces are total on this pizza? So if there are three pieces total, what would the denominator of the fraction be? If I had one piece out of three, what is another way I could say that? If I took one piece of pizza what would the numerator be? If I ate one of the pieces of pizza, how many pieces are left? (Have children hide one of the pieces of pizza) Another way I could say that would be 2 of the 3 pieces are left of 2/3. Three is the total number so it is the denominator and two is the
Continue with these questions using the other five pizzas. Continue to reinforce the terms numerator and denominator. Walk around the room and check for understanding as your asking questions to the students.
Have children get into groups of 3 and have children take turns picking the size of the family and having the students pick the right pizza to use. Explain to students take they will take turns picking how many pieces they are going to eat. As they take turns they need to put it into a fraction sentence and state, which number are the numerator and which one is the denominator. The group can work together to help with the fraction sentence.
Assessment: As the teacher is asking questions and asking students to work with their pizzas the teacher will walk around and assess students understanding of fractions as they use the pizza manipulative. Teacher will assess their understanding of what a numerator is and what a denominator is while asking questions and observing the students responses during group time.