Student Lesson Plan Student Name ______Logan Wewers__________ Student Name ____________Corinne Bashaw___________ Name of Lesson ___Fraction Man_________________

Date to be Taught___22 February 2012_

1. Cite the source of the lesson in proper APA format. B. Miss. Fraction Man. TeachLearnPray.blogspot.comN.p.,n.d.Web. 2. Explain the main concepts involved in the lesson. Equivalent means the same as. Even though two fractions, i.e., 3/6, and do not look the same because a different number makes up the whole, equivalent fractions have the same value. I can draw two pizzas on the board, but one is divided into six slices and one is divided into 8 slices. If I take 3 slices of the first pizza and four slices of the second (shade them in) then they both look the same and still are one half of the entire pizza. A fraction is just a part of a whole number 1. An example of this would be if I had one pizza and took any one slice. That one slice is a part of the whole pizza, just like a fraction is a part of a whole.

3. List vocabulary words and definitions related to the lesson. a. Fraction b. Whole c. Division d. Numerator e. Denomonator 4. List the primary national standards related to this lesson and include a brief description of each standard. Standard Short Description Number Understanding fractions as numbers 3NF.1 3NF. 3a 3NF.3b 3NF.3c Recognizing fractions on a number line Equivalent fractions Writing whole numbers as fractions

5. Performance Objective or Performance Expectations:

What the Teacher Does Engage

Probing Questions (number each question) Time ______________________________

Expected student response

1. Hand out plastic counters (8 per person) 2. Now Divide or separate the counters into two equal groups. 3. Now divide the counters into four equal groups. 4. Finally, divide the counters into 8 equal groups.

1. How many counters do you have in total? 2. How do you know the counters are split into halves? 3. How do you know the counters are split into fourths? 4. How do you know the counters are split into eighths?

1. We have 8 counters. 2. There is an equal number on each sides and half means two. 3. There are four piles with the same number in each. 4. There are eight separate groups of one.

Explore

Time ______________________________

1. Distribute the construction papers, explaining that each color is needed for a different fraction of fraction man. 2. Distribute glue sticks. 3. Ask students to take out their scissors and explain the importance of being careful with scissors. 4. Tell the students to take out an ink pen, crayon

1. How can we build fraction man with only whole sheets of paper? 2. What a numerator and denominator stand for? 3. What way can we recognize different fractions of fraction man? 4. How many of fraction mans toes would it take to equal his legs?

1. We can use a fraction of the paper, or divide the paper. 2. Numerator is the part of the whole selected, and denominator is the number that makes up the whole. 3. By colors, etc. 4. 2 toes 5. 4 arms

or marker. 5. Instruct students to fold the paper to create the fractions (hamburger fold). 6. Instruct students to write fraction on each piece of paper

5. How many of fraction mans arms would it take to equal his body?

Explain

Time ______________________________ 1. Students will answer various ways and if students need help let them know they can ask questions.

Draw the pie on the board and ask questions about it as an overview of what we did.

1. 2. 3. 4.

What is a fraction? What is a whole? What is a numerator? What is a denomonator

Elaborate

Time ______________________________ The problems are: 1. Jenny is having a sleepover. She only has one half of a pizza left and wants to give 1. The students draw a picture of a half of a pizza or mark out half of a whole pizza. Then draw a line to divide it into two equal pieces.

Now we are going to work on some math problems using what we just learned. Pass out the work sheet.

Walk around the room and observe students solving problems.

it to her two friends. How much pizza does each of her two friends eat? 2. There is also a cake at the party and only three Slices left. Two friends want a slice of cake each, but one friend only wants half of a slice. How much cake does she get out of the three pieces? Time ______________________________ The questions from above were combined for this portion.

Ask two or three to put their strategies on the board for solving the problems.

2. Student will draw three pieces of cake and mark out two slices or color them in and cut the last slice in half, hopefully they will also divide the two pieces in half as well and determine that the friend gets 1/6th of the remaining pieces.

Evaluate

Collect the papers from the students and look over the papers to see how well the students understood the lesson.

6. List possible safety issues related to this lesson and explain how they will be minimized in the classroom. Include instructions that will be delivered to the students.

Some minor safety concerns would be students walking around the room with their scissors cutting the paper or standing up. To minimize these concerns we would say, Students, please try not to walk around the room with your scissors and keep them at your desk. If you need help knowing what to cut please say our name or raise your hand and we will come to your desk.

7. Describe expected student misconceptions and how the teacher will guide the students to correct these misconceptions. Students may not understand/recognize equivalent fractions. To minimize confusion we will explain that if possible, to simplify fractions, we half the numerator and the denominator, and that is still the same value, but just an easier way of writing it. Students may not recognize the bar in a fraction is also the same as division and they are learning to divide as well.