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Grade: Elementary
Subject: Mathematics
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LESSON PLANSTeacher's Name: Tawayna Bell Week of: 2-24-03
Subject: Math Grade: 4th
TEKS/TAKS Objective(s): 111.16(b)(2)(c)
RESOURCES/MATERIALSPaper, pencil, zip lock bags of M&M's (two bags with the same amount and three bags with different amounts)
OBJECTIVE(S)
The student will be able to compare fractions and put them in order.
ANTICIPATORY SET/FOCUS (5-10 min)
Yesterday, we completed our introduction to fractions. We know the parts of a fraction and how to write them. PICK STUDENTS TO NAME THE PARTS OF A FRACTION (numerator and denominator), DEFINE THE PARTS (n-what you are trying to find, d-total number of pieces), AND DEMONSTRATE HOW TO WRITE THEM (n-top, d-bottom). Today we are going to learn how to compare fractions and put them in order. GET SUGGESTIONS AS TO WHY IT IS IMPORTANT TO KNOW HOW TO COMPARE FRACTIONS. (Use these in the conclusion).
INPUT/MODELING (30-40 min)
Put 10 different numbers on the board. Ask the students to put them in order. PICK A DIFFERENT STUDENT TO TELL WHICH NUMBER COMES NEXT.Put 10 different fractions on the board with the same denominator. Ask the students to put them in order. PICK A DIFFERENT STUDENT TO TELL WHICH FRACTION COMES NEXT.
Put 10 different fractions on the board with the same numerator. Explain that the smaller the denominator the bigger the fraction because the object is broken into fewer pieces. (Do a visual with square broken into different pieces). Ask the students to put them in order. PICK A DIFFERENT STUDENT TO TELL WHICH FRACTION COMES NEXT.
Put 10 fractions on the board with different numerators and denominators. Explain that when putting fractions in order to look at the denominator first then the numerator. Ask the students to put them in order. PICK A DIFFERENT STUDENT TO TELL WHICH FRACTION COMES NEXT.CHECK FOR UNDERSTANDING (5-10 min)
Ask if there are any questions. Look for puzzled expressions and confusion.
GUIDED PRACTICE (20-30 min)Now, we are going to use bags of M&M's to compare fractions. Once I have completed the instructions, you will break up into your groups to complete this assignment. Each group will get a zip lock bag of M&M's. It is your group's job to determine what fraction of each color is in the bag. Once everyone is done, we will write the results on the board. We will compare each group's results and determine which group has the highest fraction of each color. The first thing I want you to do when you get in your group is to write on a sheet of paper the order your group thinks the colors will be. GIVE EXAMPLE, (YELLOW, BROWN, ORANGE, BLUE, GREEN). Put your group's name on the paper, fold it, and give it to me. Get class to determine the steps involved to determine the fraction of colors in the bag. Write the steps on the board.
1. Count each color of M&M's. ASK THEM WHAT PART OF THE FRACTION IS THIS (NUMERATOR).
2. Add amounts of each color or count all of the M&M's. ASK THEM WHAT PART OF THE FRACTION IS THIS (DENOMINATOR).
3. Write fractions of each color on a piece of paper in order from greatest to least.Remind students of group rules and to not eat any of the candy. Have them get into their groups.
Pass out bags of candy. Walk around the room and be available to answer questions. Make sure kids are on the right track. Direct them to the steps on the board if necessary. Once everyone is finished, have each group tell their fraction of colors. Write the fractions on the board by group. If the fractions are not listed in order from greatest to least, have the group do it now. Once all of the groups have listed their fractions, have the class verbally put in order the fraction of M&M's for each color by groups. PICK A DIFFERENT STUDENT TO TELL WHICH FRACTION (GROUP) COMES NEXT FOR A PARTICULAR COLOR.Open up predictions and see which group was closest.
RE-TEACH (10 min)Put different color circles on the board in groups of five, ten, and 20. PICK STUDENTS THAT DON'T UNDERSTAND TO TELL WHICH GROUP HAS THE GREATEST FRACTION OF RED CIRCLES, BLUE CIRCLES, ETC.
INDEPENDENT PRACTICE (15 min)
Have worksheet with groups of different colored objects and different amounts. Have the students write which group has the highest fraction of blue, red, and green objects. Call out different fractions in groups of five. Have students write the fractions and put them in order.
CONCLUSION (5 min)
Now you have learned how to compare fractions. You can use this when figuring out how much of something you want. Is 1/5 of a large pizza more or less than 1/12 of a large pizza? Do you want 1/3 of the M&M's or 1/6? Do you want to give away 1/10 of your money or 1/2?
MASTER/EVALUATION
Check writing fractions and comparing fractions with a written and oral test.
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