Instructor: Ashley Patterson Lesson Title: Fun with Fractions!

Curriculum Area: Math

Grade Level: 4th Date: 2/26/2014 Estimated Time: 1 hour 30 minutes

Standards Connection: 12.) Explain why a fraction a/b is equivalent to a fraction nxa/nxb by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4-NF1] Learning Objective: Students will use fractions in a real world context. Kid Friendly Objective: Today, we are going have pizza help us understand more about fractions! Evaluation of Learning Objective: Student work will be evaluated for completeness and for their understanding of skill. Students who are struggling with the concept will be pulled in a small group for some one-on-one re-teaching and intervention time. Students are not expected to master the skill today, but today will be a check point for understanding and seeing if fractions make sense. Engagement: Students will come in to class and put things away. Students will know to come to the floor and sit in spots for number talk. The teacher will be at the door greeting students. The teacher will sit in a chair by the Elmo for recording the number talk. The teacher will have a number talk string prep-planned. Good morning, friends! Let me start off with saying what a wonderful job you did yesterday with our little square fractions investigations! Today we will continue talking about fractions. Can anyone tell me what this fraction is? Teacher will record 1/10. Students will raise hands to answer. We will continue to look at fractions as money. 1/10 is equal to a dime. Which is worth? The teacher will continue on by writing one problem at a time. The teacher will give students wait time as they solve problems mentally. The students will communicate with raised hands and hand signals. To transition back to our seats for our investigation today, I need for you to follow three simple directions. On one, you will stand up. On two, you will pick up a packet from me and head to your seat on three, you will sit quietly. Okay, 1. Teacher will move on with counting as she sees fit. Before we begin our investigation today I am going to read another fractions book to you! As I read, you are listening. Teacher will read and stop along the way to point out vocabulary that is prior knowledge and look for students to make connections to previous lessons and number talks.

Design for Learning: I. Teaching:

Who could have known there were so many great fractions books out there! Now for our discovery of fractions today, we are going to have pizza help us understand more about fractions! Before we begin make sure that you put your name and number at the top of your packet. Now, tell the people at your table in a whisper voice your favorite pizza topping! Teacher will wait a minute. My favorite pizza toppings are pepperoni! I was hoping that was what I was having for dinner last night, but it wasnt. Now, lets ready about our investigation today! Who would like to read this first page? Teacher calls on a student to read loud and proud and like an almost 5th grader! Lets turn the page and work out the first problem together! So, Im not a very great artist, so instead of having you all see my terrible skills I am going to use my ipad to draw for me! First, I am going to read my problem to myself and look for the important pieces that I will use to solve my problem. So we have two pizzas we are dealing with here? Correct? What else do we know? The pizzas are the same size! As I get my pizzas cut perfectly, I need for you to draw the pizzas on your paper. Today when you are working in groups, I need to see all your work, so that I can try to understand all your thinking. So, looking at our drawings who at more? Teacher waits. Students will respond with various answers. I think they ate the same. How do I know? Well, I know that from the drawings two of the six slices makes one of my one third drawings. So two thirds makes four sixths. WOW! I am talking in fractions and it was so easy!! What questions do you have? The teacher will reteach and re-direct as needed. II. Opportunity for Practice:

Now, its your turn! Working collaboratively with your table solve the following problems. Please use pictures and show all of your thinking. If you cannot handle working with a partner you will come up front to my table and you do not want to because it will cost you a point, unless otherwise stated. I will be walking around and available to help us, but I want you all investigating together and with great effort. The teacher will walk around the room and be available for students questions and checking on them grasping the skill. The teacher will call students to the front table if they need extra support. When you have finished the pizza party assignment, you have two place value review sheets that you will work on. III. Closure:

Friends, thank you for having fun with fractions with me today! You all have been working so hard the past few days! I am very proud. We are going to put fractions on hold for the next few days and next week we are going to pick up with them! Now, I need you to clear your desk and get ready for your subtraction re-take test.

Differentiation Strategies: Students will be pulled for small group intervention to have extra support from the teacher. Students will be able to have extra practice to work on previous skills that they still need support in. Students will be able to make up their own problems using fractions for extra practice when they have completed all their work.

Materials and Resources: Pencils Pizza Party Fractions packet Place Value worksheets (extra practice) iPad mini with Visual Manipulatives app Fractions Fun by David A. Adler Number string for 1/10 ( + 1/10, 2/5 + 3/10, 10 + 5 3/5) Elmo Reflections: This lesson will go down as one of my all-star favorite lessons! Right next to the one I teach to first graders about sequencing!!! I am really glad with how this all turned out! Using the IPad mini was a huge success and really worked out so well. This is the second lesson that I have taught to the class about fractions. This week we have stopped working in the investigations workbook and moved to just having an introduction week to fractions. Today was not as serious and the assessment was simple to see how the students respond to the idea of fractions. This lesson is for students to start to have a right view of fractions as something that can be fun, rather than how must of the world views fractions- as scary. Reading the book as the engagement was great! It pulled in literacy AND its another way for them to clearly hear fractions explained. I really think I learn more how to clarify what I am teaching the students from the books we have been reading about fractions. I HIGHLY suggest reading the books, exposing them to money fraction talks, and having these fun lessons before starting in on the unit. The students were attentive while I taught and were interactive as I asked questions. Questioning has been huge and very helpful to informally see who is understanding the lessons. Small group intervention was very successful and monitoring grouping made this lesson very successful. Transitions are getting better!