Unit: Fractions and Measurement

Lesson 4: Mixing Mixed Numbers

Art/Creating Fractions

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.

o Students use physical materials, pictures, and diagrams to explain mathematical ideas and processes and to demonstrate geometric concepts.

Integrated Standards:

• The Arts Standard 1: Creating, Performing, and Participating in the Arts

o Students identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works.

Objectives: SWBA to…

• Define mixed number.
• Read and write mixed numbers.
• Use objects and pictures to show mixed numbers.

Aim:

• How do we create a mixed number?

Materials:

• Smartboard
• Paper plates
• Scissors
• Crayons
• Recording notebook or paper
• Practice worksheet

Assessment:

• Teacher will observe and ask questions of each group to see if they can show a fractional part and a mixed number with their paper plates. Have students complete a worksheet to see if they can recognize fractional parts and mixed numbers. You can use the worksheet described above or use another that requires students to recognize both simple and mixed fractions.

Procedure:

1. As a pre-activity, the teacher will generate a discussion by asking students, “What does it means to mix something?” Students will give responses, and then the teacher will ask, “What is a mixed number?”
2. The teacher will use the smartboard to produce circles and rectangles to demonstrate two or more whole numbers. One whole will then be divided into two equal parts, three equal parts, etc. The class will discuss different combinations of more than 1 circle with parts of another circle.
3. After the pre-activities, the teacher will distribute scissors, crayons, and one paper plate to each student. Students will be instructed to take a couple minutes to quickly add some color to their plates.
4. Once colored, the teacher will demonstrate and instruct students to fold their paper plate in half, and then cut it into two equal parts. Have them discuss, pull apart and put together, to demonstrate the whole and the two parts making up the whole.

5. The teacher will demonstrate and have students fold each half into two equal parts. Have them cut on the fold and cut into four parts. Again, discuss the whole and the parts, manipulating the pieces to show the whole and then the parts.
6. While working with the members of your table/desk formations, the teacher will give the students whole paper plates with their plates that they have cut into parts. Have students will manipulate the plates and parts to show different mixed numbers to show the other groups. Students will manipulate as many mixed number combinations as possible, and record them all in their notebooks.
7. After about 10-15 minutes, depending on the rate of the students, the teacher will ask group members to come up to the front of the class to write their mixed number and the board and demonstrate it with the plates.

Key Questions:

• What does it mean to mix?
• What is a mixed number?
• Can a mixed number be less than 1?

Adaptations for Special Need & enrichment differentiation:

• The teacher’s demonstration will help those students that do not understand how to fold their plates equally. Peer help is also encouraged during the folding and cutting process. However, students are not to simply do it for another peer.
• If groups have trouble working together, the teacher can assign each student a specific job such as one to manipulate, one to record, one to color, etc.

Follow-up Assignments

· For more practice, students will have a worksheet in which they will need to work in the opposite direction with mixed numbers. Instead of starting with a picture or plates, students will be given a fraction and then asked to draw a picture to represent each fraction.

Reflection and Revision:

· I have taught a mixed number lesson, however, it did not follow this plan. I originally used slices of bread, whole and fractional slices, to demonstrate mixed numbers. Neither myself, nor my students were successful with the procedure. I then changed my demonstration and used pictures on the smartboard, which really seemed to help students understand mixed numbers. Therefore, I have written this lesson plan and have made use of pictures as the initial demonstration, and then switched to use objects later in the lesson.

Mixing Mixed Numbers!