Lesson Plan: Topic 14-4 Equivalent Fractions March 8, 2012 Grade Level: Third Topic: Equivalent Fractions Description: In this lesson we will use pizza models to compare and order equivalent fractions. Students will be shown a video on fractions to recall their prior knowledge. Students will then create miniature size pizzas and display several different fractional parts from the chosen toppings supplied. Sources: AIMS “Fresh Baked Fractions” Description: In this lesson students will learn how to identify fractional parts of a whole pizza. Student will also have a better understanding that the same fractional amount can be represented by an infinite set of different but equivalent fractions. Prerequisite Knowledge Required: Student must be fluent in their multiplications and division facts. Students must understand the basic key terms such as, numerator and denominator. Students should know the expressions for parts of a whole [ halves, thirds, fourths]. Sunshine State Standards: MA.3.A.2.4 Use models to represent equivalent fractions, including fractions greater than one, and identify representations of equivalence MA.3.A.2.3 Compare and order fractions, including fractions greater than one, using models and strategies Page 1 Lesson Plan: Topic 14-4 Equivalent Fractions March 8, 2012 MA.3.A.2.2 Describe how the size of the fractional part is related to the number of equal sized pieces in the whole Materials: The teacher will need a pizza model to demonstrate division of a whole Students will need (18 sets) paper topping for their pizzas, as well as glue sticks (18). These items will be given out to the students after we conclude with our video/question portion of the lesson. Order forms and pizza boxes (18 sets) will be disbursed among the students. In their groups, one student will be giving the order while the other students is creating the pizza and placing it in their box. Pizza boxes (set of 18) Fresh-Baked Fractions worksheet ( 18) will be given after each student had a turn with making a pizza and completing an order form. The worksheet will be part of their assessment. Behavioral Objective(s): 1. The lesson is introduced with a Brain Pop Jr video on Equivalent Fractions; this video will help students review and recall prior knowledge , as well as introduce the newest lesson. [ESOL STRATEGY/VISUAL AIDS] http://www.brainpopjr.com/math/fractions/equivalentfractions/ The video is paused frequently so that questions may be asked; this will help keep the students engaged and focused on the lesson. These questions are another form of assessment; these questions will help me to see if the student is paying attention and retaining the information, as well as seeing their prior Page 2 Lesson Plan: Topic 14-4 Equivalent Fractions March 8, 2012 knowledge and letting me know where exactly I need to begin my lesson. Questions: "Can anyone tell me what are some fractions that are equal to one-half?" "If Mike and Brian each get half of the 8 equal slices of pizza, how much does each person get?" "What are some fractions that are equal to one-fourth?" "Equivalent fractions can show the same amount using different numerators and denominators, can anyone give me an example of an equivalent fraction?" [ESOL STRATEGY/ WAIT TIME] 2. Given a model pizza students will identify fractional parts of a whole pizza. Students will model fractional parts of a whole when asked to create a pizza with specific toppings. I will display the model pizza and ask students "Has anyone here ever ordered a pizza that was one-half cheese and one-half pepperoni? What would that look like?" A student will be called to the front of the classroom and show how to demonstrate cutting a whole to make halves. [ESOL STRATEGY/VISUAL AIDS: This student will share this demonstration with the physical model as well as on the promethean board.] "What would happen if I cut these halves in half? What doe s that make each piece? I would like my pizza to have 2/4 mushroom, 1/4 cheese and 1/4 pepperoni. Can I have a volunteer come up and make me a pizza with those toppings?" 3. Students will now be paired up and given 2 pizza's, 2 sets of toppings, 2 order forms, and a marker. [ESOL STRATEGY/SMALL GROUPS/COOPERATIVE LEARNING] Given a set of blank pizza models and order forms students will be able to model and record fractional parts of the whole pizza. Each pizza is premade and cut into 8 slices. One student will write on the order form what they want on their pizza, it is their partners job to create that pizza with the Page 3 Lesson Plan: Topic 14-4 Equivalent Fractions March 8, 2012 given toppings. The person creating the pizza will also use the maker to display a written fraction underneath the pizza. For example "2/8 pepperoni" (See example pizza attached.) Each student will have the opportunity to create a pizza and give an order. [ESOL STRATEGY/HANDS -ON ACTIVITIES] 4. Given a Fresh Baked Fractions worksheet students will demonstrate what they have learned by writing the fraction of toppings on each pizza. This assignment will be done individually. Assessment/Evaluation: Students will be assessed by their answers from the Fresh Baked Fractions worksheet and the ability to order their fractions in each question from least to greatest. The worksheet consists of six pizzas with a variety of toppings. Students will list the fractional parts of each pizza, as well as listing the fractions in least to greatest order; students will be doing this for each of the six questions. I will be evaluating students as I walk around the classroom. I will have a roster in hand to make sure I check off those who comprehend the lesson and those who do not. For those who seem to be having trouble with fractions, I will make sure to leave a mark by their name so I remember to further review this topic with them. Closure: From this lesson students will have learned that the same fractional amount can by an infinite set of different but equivalent fractions. I am hoping that with the use of the pizza models students can see the real-life attachment to these math concepts. I would hope that with a better understanding of fractions students can make more logical choices. From the feedback I heard from the students, they seemed to have enjoyed making these fraction pizzas. When it was time to end the lesson I could tell they were disappointed from their comments and body gestures. This is Page 4 Lesson Plan: Topic 14-4 Equivalent Fractions March 8, 2012 exactly what I wanted to see; students were enjoying learning about fractions because it pertained to something they love; pizza! References: Brainpop Jr http://www.brainpopjr.com/math/fractions/equivalentfractions AIMS Fresh Baked Fractions http://math-4326.wikispaces.com/file/view/AIMS_Fresh+Baked+Fractions.pdf enVision Math Textbook 3rd grade ( 14-4) Reflection Reaction: When developing this lesson I was somewhat confident in what I thought I needed to do. I knew I was up against a big challenge; fractions! However, this was exciting for me because I knew if I was able to get these students to understand fractions, I could teach anything. As I began to develop my lesson plan I felt I was headed in a good direction, but it wasn't until the day before my lesson that I was informed that the students were not ready for what I had prepared, that they were slightly behind and needed more review. I had to redo my lesson; I was fearful because what I put on my Review Form would be slightly different then what I had done for my actual lesson. The main difference was in the activity. I chose to do a pizza model. I was really happy with this alteration I made. I wanted to do something I thought would really grab the students attention and put fractions in a real life perspective. I was very happy with the end result of my lesson plan. Relevance: Something I have always known to be true is that you cannot plan. I knew going into teaching this lesson I would have some adjustments to make and that I was not going to be able to teach my lesson exactly as I had planned it. I was right. The day before my lesson I was told Page 5 Lesson Plan: Topic 14-4 Equivalent Fractions March 8, 2012 the students were behind. For me this meant readjusting my lesson. We cannot expect everything to be perfect and we certainly cannot just do what it says in our lesson for the day because we want to stay on schedule. I was absolutely fine with this, this was a good experience for me; I learned a lot, especially how to think on my feet. I had to come up with something quick and something that would make a change in their understanding of these fractions. I chose the pizza models and they were a hit! The teacher loved the concept and the students were fully engaged the entire lesson, what more could I have asked for. Responsibility: I have gained so much knowledge from this lesson. Not only to think of my feet but also the feeling of accomplishment. I have once again learned that hard work truly pays off. At the end of the unit, the students were given a fraction test, 90% of them received A's. I would like to think I was part of that :) I have also learned that time is valuable but our students understanding is even more valuable . It is not acceptable for us as teachers to move onto lessons because of time. Our class did outstanding on the final assessment, what would those scores have looked like if we had moved on like our lesson plans said? I also noticed during my lesson students speaking out and saying "I don't see it." Those students were my special needs learners. I didn't recognize it at the time of my teaching but looking back I see it. I am glad I handled it correctly. That student who called out was my visual leaner. I stopped the video and pulled up fraction bars on the promethean board. This not only helped my visual learners but so did the fraction pizzas and the brainpop video. At the end of my lesson I gave the assessment worksheet. As I walked around the room and saw the correct answers as well as explanations, I knew we were ready to move onto the next lesson. We need to make sure we take the time to assess our students, informally or formally, as long as it gets done. If I had walked around and seen different results, confusion, I would not have moved forward. We are not doing anything to help our Page 6 Lesson Plan: Topic 14-4 Equivalent Fractions March 8, 2012 students if we just move on. Our students will be even more behind, especially in fractions. It doesn't get any easier. It is vital we get our students to fully understand the basic concepts first and I emphasize FULLY. Page 7