Fun With Fractions - Polk County Public Schools · manipulatives in their hands to work with and...

$: Fun With Fractions - Polk County Public Schools · manipulatives in their hands to work with and show a real understanding of fractions. Mastery of fraction concepts increased 28%.$
n PROGRAM OVERVIEW Fun with Fractions has been

designed to allow students additional practice with math manipulatives to master fractions, compare fractions and decimals and add/ subtract fractions. Students work with partners and teams to practice the skills in the area of fractions including equivalent fractions, where to place fractions on a number line, and how to write a fraction in simplest form. Using their knowledge of equivalent fractions, students compare fractions, decimals, and money. Fraction bars are used as a visual aid for adding and subtracting fractions.

Through the learning centers, students use the manipulatives with their team to practice all aspects of fractions. Fractions are often a hard concept to master especially when it comes to comparing and placing fractions on a number line properly. Students can see the fractions, decimals and money in front of them and share with their team different ways of creating the same set of numbers. The learning centers engage students in the world of fractions, as well as, allow them to master fractions using manipulatives.

In one of the activities, students use dominoes to create equivalent fractions. Students will choose a face down domino. This becomes the fraction. The rest of the students in the group

For further information contact…

Heather RobertsBerkley Charter School

5240 Berkley Rd.Auburndale, FL 33823

Courier Route B863-968-5024

[email protected]

2019 - 2020 IDEA CATALOG OF EXCELLENCE

generate a fraction, decimal, or money amount that is equivalent to what the first student drew. The manipulatives allow all students the opportunity to practice their understanding of fractions in order to be more successful in the classroom. Getting students engaged in learning is always a win!

n OVERALL VALUE Fractions are an everyday skill

students will need for real world application! With this program, students will grasp an overwhelming amount of knowledge ranging from understanding money, determining and generating equivalent fractions and relating those fractions to decimals.

Since students are working with each other at the centers, there is plenty of opportunity for conversation and interaction on the topic of fractions. Teachers will love adapting the lessons to fit the needs of their students.

Studen t s en joy hav ing t he manipulatives in their hands to work with and show a real understanding of fractions. Mastery of fraction concepts increased 28%.

n LESSON PLAN TITLES• Place the Fractions• Fractions vs Decimals• Fractions - Adding & Subtracting

Decimals

n MATERIALS • Clear pouches• Fraction bars• Dry erase markers• Magnet fraction bars• Dominoes• Deck of cards

n ABOUT THE DEVELOPERHeather Roberts is a 4th grade

Math teacher from Berkley Elementary in Auburndale, Florida. She graduated in 2009 from Florida Southern College where she studied Elementary Education. Over the years, she’s taught pre-K, kindergarten, first grade and fourth grade. She enjoys teaching math because so many skills are relevant to real world life skills.

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Fun With Fractions


“Fun With Fractions” Heather RobertsLesson Plan No 1: Place the Fractions

n SUBJECTS COVEREDMath

n GRADESFourth Grade

n OBJECTIVES Students will…

… identify and generate equivalent fractions.

… compare & order fractions.… simplify fractions.

n STANDARDS FSS / NGSSSMAFS.4.NF.1.1 Explain why a fraction a/b is

equivalent to a fraction (n × a)/(n × b) 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.

MAFS.4.NF.1.2 Compare two f rac t ions wi th

different numerators and different denominators, e.g., by creating c o m m o n d e n o m i n a t o r s o r numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

MAFS.4.N.F.2.3 Understand a fraction a/b with a >

1 as a sum of fractions 1/b.a. Unders tand add i t i on and

subtraction of fractions as joining and separating parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

d. Solve word problems involving add i t i on and sub t rac t i on of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

n MATERIALS• Deck of cards• Clear pouches with worksheet

insert• Dry erase markers

n VOCABULARY• Common denominator• Denominator• Equivalent fraction• Numerator• Simplest form

n DIRECTIONS After students have received math

instruction on fractions and decimals, they will work in centers for the following.Part 1: Using partners, students will take

turns drawing a card from the deck. Using a marker, students will write the

card value in the space provided on the clear pouch (worksheet inside). These two cards will represent the numerator and denominator.

Each student will take a turn generating an equivalent fraction for the fraction. (The ones pulled from the deck.) Students repeat this process until time is called.

Part 2: The students will then generate fractions by drawing cards again and placing them on the number line to better compare them. If someone creates an improper fraction, partners can simplify the fraction and add it to the number line.

n ACCOMMODATIONSStudents can use multiplication

chart in students math notebooks, fraction numberline (teacher made in room).

n EVALUATION/ASSESSMENT White board checks, partner check,

“secret answer” (If answers are multiple choice, we do a secret answer.) Students think of their answer, you call for heads down eyes closed and when you call the answer they raise their hand. This gives you a quick glance without the entire class knowing who didn’t get the correct answer. Go math end of chapter teacher edited assessment.

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“Fun With Fractions” Heather RobertsLesson Plan No 2: Fractions vs Decimals




… generate equivalent fractions and decimals.

… compare fractions and decimals.… compare fractions and decimals

to money.






1 as a sum of fractions 1/b.a. Unders tand add i t i on and

subtraction of fractions as joining and separating parts referring to the same whole.



Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

n MATERIALS• Clear pouches with worksheet

insert• Dry erase markers• Magnet fraction bars• Dominoes

n VOCABULARY• Decimal• Decimal point• Equivalent decimals• Hundredth• Tenth

n DIRECTIONS

After students have received math instruction on fractions and decimals, they will work in centers on the following.

Students work in groups taking turns to pull a domino from the pack. This domino becomes the fraction. The rest of the students in the group generate a fraction, decimal, or money amount that is equivalent to with fraction on display. To assist students, they can use the magnet fraction bars to place down to see the relationship to decimals, and money to their fractions.

n ACCOMMODATIONSStudents can use multiplication

chart in students math notebooks, fraction numberline (teacher made in room).

n EVALUATION/ASSESSMENT White board checks, partner check,

“secret answer” (If answers are multiple choice, we do a secret answer. Students think of their answer, you call for heads down eyes closed and when you call the answer they raise their hand. This gives you a quick glance without the entire class knowing who didn’t get the correct answer. Go math end of chapter teacher edited assessment.

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“Fun With Fractions” Heather RobertsLesson Plan No 3: Fractions - Adding & Subtracting Decimals





… add & subtract fractions.






1 as a sum of fractions 1/b.

a. Unders tand add i t i on and subtraction of fractions as joining and separating parts referring to the same whole.



MAFS.4.NF.3.5 Express a fraction with denominator

10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

n MATERIALS• Clear pouches• Fraction bars• Dry erase markers

n VOCABULARY• Denominator• Fraction• Mixed number• Numerator• Unit fraction

n DIRECTIONS This activity is completed at stations.

The teacher will prepare the room prior to students starting rotations by laying out the fraction bars at each station and creating an equation. Students will rotate around the room and use the clear pouches to answer questions set up at the different stations. They will label the stations A-H and students will write down the equation and answer. Teachers can pull small groups during this time to work on skills not mastered.

n ACCOMMODATIONSMultiplication chart in students math

notebooks, Fraction numberline (teacher made in room).

n EVALUATION/ASSESSMENT Whiteboard checks, partner check,

“secret answer” (If answers are multiple choice, we do a secret answer). Students think of their answer, you call for heads down eyes closed and when you call the answer they raise their hand. This gives you a quick glance without the entire class knowing who didn’t get the correct answer. Go math end of chapter teacher edited assessment.

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“Fun With Fractions” Heather RobertsAdditional Information - Students Engaged in Learning


Materials Budget SUPPLIER ITEM # AND DESCRIPTION COST QUANTITY TOTAL COST

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Teacher _________________________________________

School __________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Fun With Fractions” Heather RobertsMaterials Budget


Heather Roberts

Berkley Elementary Academy

Amazon Clear pouches 21.59 1 21.59 Playing cards 13.99 2 27.98 Fraction bars 19.99 7 139.93 Dominos 5.05 6 30.30 Magnet fraction bars 15.74 7 110.18 Dry erase markers 8.99 5 44.95

$374.93

21.12

$396.05

“Fun With Fractions” Heather RobertsRubric


Student Name _______________________________________________________________

Rubric 0-Novice 1-Apprentice 2-Practioner 3-Expert Equivalent Fractions

0-4 correct when generating equivalent fractions.




Comparing Fractions

0-4 correct when comparing fractions and decimals.


7- correct when comparing fractions and decimals.


Adding & Subtracting Fractions

0-4 correct when add/ subtraction fractions




“Fun With Fractions” Heather RobertsAddl Information - Compare equ fractions & number line


Compare Fractions

Number Line

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