Name of Lesson: Understanding Fractions

Grade Level: 5 Subject: Math Prepared by: Bob Collins Overview and Purpose: The lesson presents fraction concepts and naming fractions by using shapes and shaded regions to illustrate what a fraction looks like. Educational Standards: DODEA

5.M.1c: Identify and generate equivalent forms of common fractions less than one whole, e.g., halves, thirds, quarters, fifths, and tenths; and explain their relationship to a whole. 5.M.1d: Use models to show the ratio interpretation of a fraction as part-to-part and part-to-whole.

Objectives: At the end of this lesson, you will be able to: distinguish between a numerator and denominator. illustrate a fraction as a shaded model. organize fractions from least to greatest Materials Needed: SmartBoard Computers Internet access Paper Pencils Email address of teacher where students can send results Other Resources: (websites, videos, books, etc.) Basic Math Skills Textbook

http://www.sheppardsoftware.com/mathgames /fractions/memory_fractions1.htm

Information: Give and/or demonstration necessary information Warm-up: Write the fraction 1/5 on the SmartBoard, ask students to draw a picture as a model. Drag out a rectangle using the SmartBoard shapes tool. Divide the shape into five equal parts and shade in one part only. Where have student encountered fraction before?? Money, food, shoe sizes, etc. Introduction: Drag out multiple shapes on the SmartBoard dividing them into unequal parts to emphasize the necessity of having equal part before naming fractional parts of a whole. Discuss why it is incorrect to say of the figure is shaded.

Guided Practice: Pass out handout with shapes and crayons. Students count the number of parts in the first shape. The total parts of the shape is known as the denominator, the number below the fraction bar. EX. /8 Have the students shade in 3 of the parts using their crayons. The number of parts shaded is the numerator, the number above the fraction bar. EX. 3/ Beside shape 1, students should have written the fraction and have 3 parts of the 8 total pieces shaded. Emphasize again that the top number is the numerator and the bottom number is the denominator. EX. Continue with the rest of the shapes in the same manner; be sure to use the SmartBoard for each of the examples.

Verification: Steps to check for student understanding Questioning Ask students to name the number above and below the fraction bar. Observation Walk around the classroom, and observe whether students are shading the parts correctly..

Activity: Describe activity that will reinforce the lesson

Students move to the computers and navigate to the website http://www.sheppardsoftware.com/mathgames /fractions/memory_fractions1.htm that already has been saved to the desktop of the computers. Students work in groups of two, completing levels of the fractions math game together, 20 minutes. Students email their scores to the teachers email address that has been provided.

Closure: Notes The student will have met the criteria of the objectives when they can master the objectives at 90% accuracy rate. This is an introductory assignment and will be ungraded. This is completed after the lesson as a self-reflection exercise. Review concepts taught. Address any misunderstandings. Assign homework

Reflection:

What parts of this lesson worked well? How might the lesson be made better? What parts of this lesson did not work? Why? Should parts be altered, changed, or scrapped?