Lesson Plan #: AELP-ATH0030
Date: May 10, 1999
Grade Level: All
Description: This lesson is the result of work completed in the class Mathematics and Science Methods for Elementary Teachers at Elon College. Lessons were prepared for and implemented in the fourth grade classrooms at Haw River Elementary School, Haw River, NC. This lesson is shown for be6 the fourth grade, however it can be adapted for any concept in any grade. Also, any fractions can be used, not just the halves, fourths, etc. It is great as a review and as an innovative way to teach.
Use regions, sets, number lines, and other concrete and pictorial models to represent fractions and mixed numbers; relate symbols to their models.
Use models and pictures to compare fractions including equivalent fractions and mixed numbers; explain the comparison.
Objectives: Students will:
Hand out materials to students.
Go over each piece and make sure every student has what they are supposed to.
Have students write the fraction on its respective piece of paper.
The object of the lesson is to have the students clear the are in front of them of all paper.
(Paper must be removed one layer at a time)
To begin, cover the whole with all the pieces in order (halves first, fourths next, etc.)
Work through a whole game with students before allowing them to play in pairs.
Partner A spins by placing the paper clip on the spinner, placing their pencil in the center of the circle and "flicking" the paper clip.
(The spinner is as simple as an index card with a circle drawn on it, divided up and labeled with whatever fractions you want to include.)
Whatever fraction the spinner lands on is what the student removes. The game continues until the whole is broken apart and the area is completly clean.
As you play against the class, questions will arise and confusions will clear.
For example, if you spinner says, 1/2 but your board is covered with 1/8s the students may not be aware of how to remove one half.
This will be demonstrated and discussed while the class plays together.
After all questions have been answered and the students are sure of how to play, allow them to work in pairs.
To close, have the students keep their boards. As you ask them about what they have learned, have them show you on their boards.
This is a good assessment to see how well the students understand fractions.
Working through the game with the class, walking around while the students work in pairs,
and then during the closure you can observe how well the students grasp this sometimes difficult concept.