Unit: Fractions and Measurement

Lesson 1: Equal Parts of a Whole

Technology

Grade: 3

MST State Standards:

• Standard 3: Mathematics

2. Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.

• Use whole numbers and fractions to identify locations, quantify groups of objects, and measure distances.
• Use concrete materials to model numbers and number relationships for whole numbers and common fractions, including decimal fractions.

4. Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.

o Construct tables, charts, and graphs to display and analyze real-world data.

o Use multiple representations (simulations, manipulative materials, pictures, and diagrams) as tools to explain the operation of everyday procedures.

· Standard 5: Technology

2. Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.

o Use appropriate graphic and electronic tools and techniques to process information.

3. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

o Use the computer as a tool for generating and drawing ideas.

Integrated Standards:

· ELA Standard 1: Language for Information and Understanding

Objectives: SWBA to…

• Divide regions into equal-sized parts.
• Recognize that parts in equal size can have different shapes.
• Identify regions that have already been divided into equal-sized parts.
• State the correct terminology for various sized parts of a whole- halves, thirds etc.
• Define denominator.

Aim:

• How do you find equal parts of a whole?

Materials:

• Smartboard
• Grid paper
• Vocabulary chart

Assessment:

• Students will be assessed during the introduction and practice time with the grid paper.
• An informal assessment will also take place while completing the class chart of vocabulary.

Procedure:

1. The teacher will begin by asking students some key questions: how do you know two parts are equal? This will generate a discussion on fractions.
2. Using the smartboard, the teacher will then put a piece of grid paper up and draw a square. This will demonstrate equal parts using square units. The square can be divided into equal parts by counting the square units inside. This can also be done with a rectangle.

3. Students will then be given their own piece of grid paper to draw shapes and divide them into equal parts such as ½, 1/3, ¼, 1/8. The teacher will explain that the number of equal parts goes on the bottom of the fraction, this is called the denominator.
4. After a few minutes of independent practice, students will takes turns volunteering to come up to the smart board and draw a shape and divide it into equal parts.
5. The teacher will then demonstrate equal parts without grid paper using squares, rectangles, and circles. The teacher will explain that the circle needs to be divided using pie slices rather than drawing a number of horizontal lines.

Correct Incorrect

6. As a final step, the teacher will evaluate the students’ understanding of equal parts of a whole through the review of vocabulary. As a class the teacher will use the students’ help to create a Fraction Vocabulary chart for the room.

Key Questions:

• How do you know two parts are equal?
• What is the name for two equal parts?
• What is a fraction?

Adaptations for Special Need & enrichment differentiation:

• The chart will help students remember the different types of fractions, particularly when they are orally stating a fraction.
• The many demonstrations with shapes is a good way for students to know the correct and incorrect ways of dividing a whole into equal-sized parts.

Follow-up Assignments:

• The next lesson will build upon this one by naming the number of equal parts being described as part of the whole.

Reflection and Revision:

• Determining equal parts of a whole is a very difficult concept to grasp. As a teacher, you must find a method(s) that work best for your students. The instruction needs to become personal. For instance, all students might not understand using the grid paper, but they will see it better with a regular diagram, or perhaps they want to measure the equal parts with a ruler.

Fraction Vocabulary Chart

Number in Denominator	Word	Number of Equal Parts
2	Halves	Two
3	Thirds	Three
4	Fourths	Four
5	Fifths	Five
6	Sixths	Six
7	Sevenths	Seven
8	Eighths	Eight
9	Ninths	Nine
10	Tenths	Ten
11	Elevenths	Eleven
12	Twelfths	Twelve