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This is an equivalent fraction lesson using sets
Title – Sets as Fractions
By – Cammy Whitmore
Primary Subject – Math
Grade Level – 3
NCSCOS Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999.
NCSCOS Objective 1.05: Use area or region models and set models of fractions to explore part-whole relationships.
Lesson Content: How sets can be divided into fraction parts. Begin making connections about equivalent fraction such as 1/3 = 2/6 = 4/12
Lesson Objective: After a lesson on fractional parts of sets, the student will divide sets into fractional parts with 100% accuracy.
Assessment Strategy: the student will be given a take home sheet with sets of different objects on them. The student will fill out the sheet and return it with correct answers 10 out of 10 times.
Materials: Skittles, worksheets, dry erase board and markers. Book: The Doorbell Rang by Pat Hutchins
1. Focus and Review:
Okay folks, yesterday we started a new unit in math. Let’s do a quick review over what we learned yesterday. Raise you hand if you can tell me what our new unit is called (Fractions). Can you name some of the different types of fractions we learned about yesterday? (Allow students to give examples). We also talked about the denominator and the numerator yesterday. Can you tell me what the denominator is? The denominator tells us how many equal pieces an object is being divided into. We put the denominator on the bottom of our fraction. (Draw a circle on the board divided into 4 equal parts, shade 1/4 and write the fraction Ã‚Â¼ next to it.) In this fraction, what is the denominator? 4 – It tells us that our circle has been divided into 4 equal parts. What is the numerator? The numerator tells us how many of the equal parts we have. If our fraction is Ã‚Â¼, what is the numerator? How many pieces would we shade in the circle?
2. Statement of Objective: Today we will be learning how to divide sets into fraction pieces.
3. Teacher Input: (Read students The Doorbell Rang and then follow with this lesson). Okay guys, in our story our friends Victoria and Sam were sitting down to share 12 cookies When they divided the 12 cookies between two people how many did each person get? (6) Okay each person got six cookies out of 12 right? Draw a line and place six cookies on each side of the line. What else do you notice about how many cookies each person got? Is there another way we could say this? How about Ã‚Â½? The cookies were divided in two equal piles, meaning each person got Ã‚Â½ of the cookies correct? Okay, what we have just done is demonstrated how sets of objects can also be broken into equal parts, making a fraction. When we are talking about fractions, we don’t have to just have a whole object. It may be sets of objects we are talking about. OK, next in our story, Victoria and Sam had two friends join them. The twelve cookies were once again divided equally. (Draw picture of cookies in four even piles.) How many cookies would each person get? 3 out of 12 right? OR 3/12. How else might we describe how many cookies each person got? Well since the cookies were divided into 4 equal parts, couldn’t we also say each person got Ã‚Â¼ of the cookies? Either way each person got 3 cookies, which is equal to Ã‚Â¼ (Continue with this theme, showing student what happens when cookies are divided into 6ths) Now in our classroom we have 20 students. I have each of you broken into groups of 4. There are 5 groups of 4 here. Now say I wanted to write in a fraction how much of the class is in one group. There are two ways I could do this. Raise your hands if you can tell me how we would write this as a fraction. We could write that one group is equal to 4/20 of the class, or since there are 5 groups we could write that they equal 1/5 of the class.
4. Guided Practice: I’m going to hand out some bags of Skittles. Now listen, you must follow my directions very carefully. These are not for eating until the end of the lesson. We first must show our new math skills, and then we can eat the Skittles. First I want you all to dump them out and count them. Write the total in your notebook. Next I want you to sort the skittles by color. Count how many of each there are and write it as a fractional part of the whole bag of Skittles. (Give students time to work through this process, helping those who may be having difficulty.)
5. Independent Practice: Student will be given a worksheet to take home with sets of objects on it. The student will identify fractional parts of the sets and shade fractional parts of sets. The student will perform this activity with 90% accuracy.
6. Closure: Okay guys, you have done a great job of demonstrating your knowledge of sets. You have learned that sets can be broken into fractional parts. You have also learned that sometimes, fractional parts can be written two different ways and still mean the same thing. Soon I will teach you how to identify what is the proper way to write a fraction when there are two ways you could write it. Tonight I want you to take home this worksheet and fill it out. Bring it back tomorrow for a grade.
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