Unit: Fractions and Measurement

Lesson 2: Naming Fractional Parts of a Whole

Stations

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.

Objectives: SWBA to…

• Define numerator.
• Identify fractional parts of regions.
• Draw fractional parts of regions.

Aim:

• How do we name fractional parts of a whole?

Materials:

• Fraction Vocabulary Chart
• Smartboard
• Four stations of fractional food items
• Finding Fractional Parts worksheet
• Exit cards

Assessment:

• Students will be assessed during the review and introductory demonstration. They will also be assessed based on the completion and review of the Finding Fractional Parts worksheet, as well as while they are working within their groups at the stations.
• As the final step, exit cards will be distributed for students to complete before they leave for lunch.

Procedure:

1. The teacher will review the Fraction Vocabulary Chart that was collectively made during the previous lesson. This will help refresh the students’ memory of dividing regions into equal-sized parts.
2. We know that denominator gives the number of equal parts in the whole. “What is the term numerator?” Numerator tells how many equal parts are being described or selected from the whole. The teacher will then add to the vocabulary chart, a diagram of a fraction which labels the numerator and denominator.
3. As a demonstration, the teacher will use the smartboard to draw shapes divided into fractions in order to show students how to count the fractional parts of the whole, and to name the described shaded parts.

4. Once a few examples have been performed, the teacher will explain the following activity. Students’ desks that are set up as groups will act as table stations. Students will remain in the groups of their tables. Each table will travel to each of the other tables, and work together at each station to complete the Finding Fractional Parts worksheet.
5. The teacher will explain the traveling process, along with the questions on the worksheet. Before beginning, the teacher will also stress that the food at each station is not edible. Therefore, although it may say “to eat” in some of the questions, we cannot really eat the parts.
6. To begin the activity, each group will be given an item to start with at their table. After each group has completed their first station, the groups will travel clockwise around the room to the other table stations.
7. Once each group has traveled to each station and completed the worksheet, the teacher will call on students to provide their answers as they review the worksheet for properly named fractional parts.
8. As a culminating activity for the lesson, students will complete an exit card which will ask the question: “How many students are in the classroom? Name the fraction for the number of girls. Name the fraction for the number of boys.”

Key Questions:

• What is numerator?
• What is the fraction for the shaded parts?
• What is the fraction for the parts left?

Adaptations for Special Need & enrichment differentiation:

• Students will be working in groups, this will allow for students to work together and ask each other questions when they need help. It will reassure students that peers can help one another and that the teacher does not always need to get involved.
• The questions use the numerical form of the numbers rather than the word form which will help students to better understand the question or task at hand.

Follow-up Assignments

• Finding parts of a whole will set a basis for using fractions when it comes time to add whole numbers to them- mixed numbers lesson.

Reflection and Revision:

• If time allows it, I would add more stations to travel to. Along with adding more stations, I would make the groups smaller so that the communication between members is being made with each member rather than just the same two out of the five members solving the problems.