# Lesson Plan

**Topics:**Number, Fraction, Mathematics in medieval Islam

**Pages:**6 (926 words)

**Published:**August 28, 2013

Introduction

• Fractions—Introduction to Writing Fractions

• 30 Minutes

• Math 3.3-The student will

a. name and write fractions (including mixed numbers) represented by a model; • English 3.8- The student will write legibly in cursive.

Learning Objectives

Students will:

• Draw equal fractional parts

• Write fractions using part of a set model

• Create their own fractions using manipulatives

Teaching Sequence

Anticipatory Set

-Tell students to sit down in the reading corner

-Stand up in front of class and hold up Loreen Leedy’s book Fraction Action

-Ask students what they know about fractions

-Do you know any common fractions? (1/2, 1/4)

-Can you think of any fractions that are used throughout the day? (cooking utensils, telling time)

-Tell students that Fraction Action will give more examples of how fractions are used daily

-Read Fraction Action to class

-Tell students to return to their seats where they will continue to practice their fraction skills

Lesson Development

-Ask students for fraction examples from Fraction Action

-List fraction examples on the board

-Point out to students that there are two numbers that form a fraction

-Ask students what they think the two numbers tell us about the fraction

-Tell students that both numbers are needed to write a fraction

-Explain that the top number is called the numerator and the bottom is called the denominator

-Tell students that the denominator describes the number of total objects in the set

-Ask students what they think the numerator describes

-Explain that the numerator describes the number of “parts under consideration”

-Tell students that another way to think of “parts under consideration” is the number of objects that share the similar trait that is being looked at

-Model the definitions

-Draw a circle on the board and divide it into fourths

-Tell students that they are ordering a pizza for their family, but everyone wants different toppings

-Tell students that while they want pepperoni, their parents want mushroom, one sibling wants cheese, and another sibling wants green peppers

-Tell students instead of ordering four pizzas, they will just order one

-Label one fourth with each of these toppings

-Tell students that the pizza on the board is the one that arrived at their house

-Tell students that to describe this pizza they need to use fractions because it is not a pizza which only has one topping

-Tell students to think in their heads what fraction of the pizza is pepperoni

-Remind students that they need a numerator and denominator in their answer

-Ask students what is the denominator

-Tell students the denominator is 4 because there are four parts to the pizza

-Tell students that to complete the fraction we need to determine the numerator or the number of parts under consideration

-Ask students what is being considered or the specific characteristic that is being analyzed

-Remind students that pepperoni pizza is the specific characteristic

-Ask students how many parts have this characteristic

-Tell students that the pizza is ¼ pepperoni because 1 out of the total four parts has this topping

-Ask students to write down on a sheet of paper what fraction of the pizza is not mushroom

-Ask a student to give and explain his/her answer

-Tell students that the answer is ¾

-Explain that the total parts in the denominator has not change from four, but the numerator has changed to three because the parts under consideration are those that don’t have any mushrooms which is three

-Tell students that they are now going to create and write fractions using skittles

-Explain to students that...

References: Math Resource CD(Assessment Resources(Performance Assessments(”Fractions”

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