Rationale: The topic of fractions was chosen for a
personal reason. I had a difficult time
learning about adding and subtracting fractions when I was younger, partly due
to the fact that
my teachers did not use visual images and interactive activities to motivate and
promote
learning. This topic was selected so I could develop ways to help students
facing the same
dilemma I had many years ago by providing a unit plan that is developmentally
appropriate for
fifth graders and includes many exciting activities that students can easily
connect with in order
to further their learning. It is appropriate for this grade level because it is
needed in order for
these students to expand their knowledge on decimals, percentages, as well as
their
understanding of addition and subtraction problems . Learning about fractions
will al low
students to grasp measuring concepts including centimeters, inches, pints,
quarts etc.
This unit plan is developmentally appropriate because it
includes many visual
representations and interactive, hands-on activities that will keep students
active in the lesson
and excited about learning about this concept. Students can fully participate in
the lessons and
are held accountable for their own learning, as well as the learning of others.
This is notably
important for these youngsters, who at this time in their lives, desire more
freedom and envision
themselves as responsible, maturing young people. The unit plan also consists of
a food activity
that will help captivate students’ interests, along with projects that will
require students to think
critically and others that promote co operative learning and communication
skills.
My Fraction Unit has greater-community and real world
applications because it provides
students with the ability to understand how other people learn. It places them
in situations where
they will have to assist students and encourage learning. They will need to know
how to express
their ideas through creative thinking, discussion and art. Students will
recognize why fractions
matter in real life and how we use them each and everyday.
Goals: Grade Five
Standard: Number, Number Sense and Operations
Indicators:
1. Use models and visual representations to develop the concept of ratio as
part-to-part, and part-to-whole.
2. Use various forms of “one” to demonstrate the equivalence of fractions.
3. Identify and generate equivalent forms of fractions
4. Justify why fractions need common denominators to be added or
subtracted.
5. Use physical models, points of reference and equivalent forms to add and
subtract commonly used fractions with like and unlike denominators.
Standard: Problem Solving
Indicators:
1. Apply and adapt a variety of appropriate strategies to solve problems .
2. Monitor and reflect on the process of mathematical problem solving.
Benchmarks:
1. Use and analyze the steps in standard and non-standard algorithms for
computing with fractions, decimal and integers .
2. Use representations to organize and communicate mathematical
thinking and problem solutions.
3. Select, apply, and translate among mathematical representations to solve
problems.
4. Communicate mathematical thinking to others and analyze the
mathematical thinking and strategies of others.
| DAY |
ACTIVITY |
GOALS |
TEACHING
STRATEGY |
TYPE |
ASSESSMENT |
| 1 |
Introduction
Description- Students will listen to the story Hershey's
Fractions by Jerry Pallotta and Rob Bolster to help motivate
them to learn about the concept of fractions. Discussion will take
place about fractions present in real life, as well as learning about
the parts of a fraction ( numerator and denominator ).
The teacher will read the story, lead the discussion
and construct
a large round pizza on the board asking for students help in order
to explain the meaning of a fraction and its parts.
The students will listen to the story, participate
in the discussion
and play a fraction game on the computer. This can be done in
small groups or as a large class, depending on techno logy .
The materials needed: the book Hershey's Fractions
and
computers with internet access. |
Use models and visual
representation to develop the
concept of ratio as part-topart
and part-to whole. |
DI CL |
WC
SG |
|
| 2 |
Description- Students will learn the
fractional parts of a whole
using colored construction paper circles. They will also be
introduced to the idea of adding and subtracting fractions using
aluminum pie plates.The teacher will model
fractional parts of a whole and adding
and subtracting fractions.The students will participate in the
activities by folding and
cutting the circles and adding and subtracting fractions using the
pie plates (students work in pairs for this activity). Students will
devise their own addtion and subtraction problems.
The materials needed: different colors of
construction paper
circles, aluminum pie plates, pencil and paper. |
Use models and visual
representation to develop the
concept of ratio as part-topart
and part-to whole.Use physical models
points
of reference, and equivalent
forms to add and subtract
commonly used fractions
with like denominators. |
DI
CL |
WC
SG |
Observation
checklist |
| 3 |
Description- Discussion will take
place on what equivalent using
various examples. Students will learn about equivalent fractions
by using graham crackers and a fraction bar worksheet.
The teacher will instruct students about what it
means when
fractions are equivalent and model the activities, while
scaffolding the students' learning.
The students will work in pairs while particpating
in the graham
cracker activity and as a whole class when filling out the fraction
bar worksheets.
The materials needed: graham crackers, fraction
bar
worksheets, and crayons. |
Use various forms of "one" to
demonstrate the equivalence
of fractions.Identify and generate
equivalent forms of fractions. |
DI
CL |
WG
SG |
Fraction bar
worksheet |
| 4 |
Description- Instruction on how to
find the least common
denominator in order to add and subtract unlike fractions.
The teacher will explain to the students how to add
and subtract
fractions by finding a common denominator. Students will need
to understand what a least common multiple is first . They will
then apply this to adding and subtracting unlike fractions.
The students will be paired up and each will be
asked to pull a
number out of a basket. At this time, each pair will have one
minute to write down as many multiples of that number they
chose. Top students will be rewarded. Each pair will be grouped
with another two students and will find the least common multiple
of those two numbers.
The materials needed: paper and pencils,
stopwatch, candy,
homework sheets |
Justify why fractions need
common denominators to be
added and subtracted. |
DI
CL |
WG
SG |
Homework sheet |
| 5 |
Description- Instruction
will focus on how to add and subtract
fractions with unlike denominators using fraction bar sheets and
fraction strips.The teacher will model how
to use the fraction strips to add two
fractions with unlike denominators while noting what kind of
thinking is needed to complete the process.
The students will participate in the activity as a
class and then in
pairs. Each student in the pair will be required to devise five
equations using their fraction strips on their own, which they will
then switch with eachother and answer.
The materials needed: fraction strips, fraction
bar sheets, paper
and pencils
|
Use physical models,
points
of reference, and equivalent
forms to add and subtract
commonly use fractions with
unlike denominators.Justify why fractions
need
common denominators to be
added and subtracted. |
DI
CP |
WG
SG |
|
| 6 |
Description- Fractions review day
including various games and
activities for small groups of students.The
teacher will introduce the three games to be played to the
students, which groups students will be in and how the groups will
move from one game to another.
The students will review the concepts learned the
previous days
with their peers as teammates when playing the fraction games.
The materials needed: materials to play the
Fraction Addition
and Subtraction game, Fraction Concentration, and Equivalent
Fraction Kites activity. (Note: Materials should be prepared by
teacher before the start of class.) |
Use models and visual
representation to develop the
concept of ration as part-topart
and part-to whole.Use physical models,
points
of reference, and equivalent
forms to add and subtract
commonly used fractions
with like and unlike
denominators.
Use various foorms of "one"
to demonstrate the
equivalence of fractions.
Identify and generate
equivalent forms of fractions. |
CL |
SG |
Observation
checklist |
| 7 |
Description- Review fractions by
using problem solving
strategies and the development of a comic strip using Jon and
his cat, Garfield.The teacher will present
to students a problem involving Garfield
and how much food he eats per day. The question that is posed
is how many days can Jon feed Garfield before he has to go
shopping for more? The teacher will push students to think
critically and analyze the problem by breaking it apart.
The students will as a class divide the problem
into its most
relevant parts in order to understand what question is being
asked and how to go about solving it. Students will,
independently, devise a comic strip with a relevant statement
from the problem under each picture. Students are required to
solve the problem.
The materials needed: rubric, comic strip
worksheets, and
crayons. |
Apply and adapt a variety of
appropriate strategies to
solve problems.Monitor and reflect on the
process of mathematical
problem solving.
Use physical models, points
of reference, and equivalent
forms to add and subtract
commonly used fractions
with like and unlike
denominators. |
IB |
IA |
Comic strip |
| 8 |
Description- test on all concepts
learned including parts of a
whole, equivalent fractions, addition and subtraction of fractions.
Students should know how to visually represent these concepts
through pictures and bar graphs . |
|
|
|
Unit test |
