Geoboard Fractions

Goals

Unit Goals: Students will explore fractions and mixed numbers using geoboards and rectangles on dot paper. They review the terms denominator and numerator. Given a rectangle representing one whole, students show different ways to represent fractions of the whole and fractions greater than one.
Lesson Objective: SWBAT find a fraction for a given quantity when a unit whole is given; represent fractions and mixed numbers using geoboards, pictures, and symbols.
State Standards:4.1A1,4
4.5B2
E1,2,3
F1,2

Methods (e.g., Anticipatory Set, Introduce and Model New Knowledge, Provide Guided Practice, Provide Independent Practice)

1.  Anticipatory Set- Review of fractions video http://www.learningupgrade.com/mathup/index.htm
2.  Students will use pattern blocks to name fractions when given the whole.
3.  Review the terms denominator and numerator. Use the SMARTboard dot paper to build fraction 3/4.
4.  Students then build rectangles on geoboards or draw rectangles on dot paper to represent one whole. Just like in previous lessons, different pattern blocks were used to represent one whole. Now different size rectangles are used to represent one whole.
5.  Follow the “no diagonal” rule. Students can divide each rectangle into parts using only horizontal and vertical lines. Pass out geoboards and rubberbands to each student pair.
6.  Work through sample problems in the student guide. There are multiple solutions. Allow students to explore and share their solutions.
7.  In pairs, students work on pg 146 #1 and record their solutions on dot paper. Ask students, how is the area of the rectangle related to the denominators that can be used to divide the rectangle?
8.  Students continue working in pairs for questions 2-6 in the student guide. Students may use geoboards, dot paper, or virtual geoboards on laptops.
http://nlvm.usu.edu/en/NAV/frames_asid_172_g_2_t_3.html
9.  Students practice modeling fractions in questions 7-10. Ask, How is the rectangle related to the denominators that can be used to divide the rectangle?(All the denominators are factors of 12, the area of the rectangle. Since 12 can be divided by 2, 3, 4, 6, and 12, the rectangle can show halves, thirds, fourths, sixths, and twelfths)
10.  Continue on questions 11-12. Students will model mixed numbers and improper fractions using rectangles on dot paper. Note that each fraction or mixed number can be modeled in more than one way.
11.  Assign homework page 151 in the student guide and Part 1 of the Home Practice on pg 71.
12.  Journal Prompt: What is a fraction? How do the numerator and denominator work together to tell you the size of the number represented by the fraction?

Materials

Geoboards
Rubber bands
Dot paper
Laptops
SMARTboard
Student pgs. 146-149, 151
Home Practice pg. 71

Evaluation Assessment (i.e., Formative/Ongoing Assessment or Summative/End of Lesson Assessment)

Questions 5-6 from the Homework section to assess students’ understanding of denominators and numerators.
Teacher-made assessment using the paper-and-pencil method.
Interactive quiz on laptop. Students will record their scores.
http://www.vectorkids.com/vkfractions.htm

UDL Principles

Multiplication means of representation / Multiplication means of action and expression / Multiplication means of engagement
Movies
Symbols
Manipulatives / Interactive games
Journal entries
Build a model / Laptops
Manipulatives
Group activities

March Homework

Roselle

Leonard V. Moore School

Grade 5

The math class consists of 20 students (2 with IEP’s, 1 ESL student, 5 G & T, and 2 basic skills). There is one teacher with an aid during math instruction. This lesson provided students with multiple ways of representing fractions. The students were given the opportunity to work with geoboards, virtual geoboards on the laptops, or centimeter dot paper to show their fractions. Students were given a task of breaking up various wholes into fractional parts using the “no diagonal” rule. Students were engaged and excited. They worked cooperatively in small groups to problem solve. After the activity, students used an interactive game on the laptops for reinforcement. Students showed great understanding of the objective and were able to perform all tasks. One student said, “This is really fun!” It was apparent that the lesson was successful.

CAST 2006 Adapted from http://lessonbuilder.cast.org