NCDPI AIG Instructional Resource: Background Information s5

NCDPI – AIG Instructional Resource: Background Information

Resource Title: Fraction Flags
Subject Area/Grade Level (s): Math/3 / Time Frame: 1-2 class periods
Common Core Standard Addressed:
Geometry
Reason with shapes and their attributes.
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
Number and Operations-Fractions
Develop understanding of fractions as numbers.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
4. Model with mathematics.
5. Use appropriate tools strategically.
Additional Standards Addressed: NA
Brief Description of Lesson/Task/Activity: This lesson is designed to challenge students who demonstrate mastery of understanding fractions as numbers (unit fractions, partitioning…etc.). After a brief introduction to world flags, students are given the task to explore fractional parts of various flags. The students are given the opportunity to create their own unique flag while identifying the fractional parts of each color.
Type of Differentiation for AIGs (include all that apply): x Enrichment x Extension Acceleration
Adaptations for AIGs: x Content x Process Product
Explanation of How Resource is Appropriate for AIGs: This activity varies in terms of content through abstractness, complexity, and variety. While exploring a real-world problem, the students are able to reach their own conclusions through a discovery learning approach.
Needed Resources/Materials
· Blackline masters of “Fraction Challenge,” “Fraction Flag Fun,” and “Flag Designs”
Sources: NA
TEACHER NOTES: Fraction models in third grade include area (parts of a whole), models (circles, rectangles, squares), and number lines. In this activity, the students will explore fractions of a whole (the whole being a rectangle).

NCDPI AIG Curriculum Resource Outline

STAGE ONE: ENGAGE
Have students view one of the following videos as an introduction to various flags around the world:
http://www.youtube.com/watch?v=72_Ot4ozoW8&feature=related or http://www.youtube.com/watch?v=L9SPiZ_54rc&feature=related
Possible questions after viewing videos: What were some commonalities among the various flags? What observations can be made about various symbols, colors, or shapes used in the flags? What flags stood out as unusual? What made those flags seem unusual?
Let’s explore a few flags a bit further. (See attached sheet: Fraction Challenge) It is important that students are able to justify their thinking when determining the fractional parts of each flag. An emphasis should be placed on the sharing of a whole being partitioned or split.
STAGE TWO: ELABORATE
Fraction Flag Fun (see attached). Have the students complete the attached sheet. Students should begin to generalize that there are multiple ways to create the flags using the same fractional parts.
Example for 1/2 blue, 1/4 red, 1/8 green, and 1/8 yellow:

STAGE THREE: EVALUATE
Flag Designs (see attached). Have the students create their own unique flag. It is important to stress that the students must be able to find the fractional part of each color used within their flag. Students may measure using a ruler or use manipulatives to cover the area in order to be accurate.
For some students, the flag could be traced on grid paper to provide an additional option for counting squares to determine fractional parts of the rectangle.
Students should be able to justify thinking as well as accurately identify the fractional parts of the flag. Possible student answers: Colombia- 2/4 yellow, 1/4 blue, and 1/4 red; Madagascar- 1/3 each color (or 2/6 each color); Kuwait- 7/24 green, 6/24 or ¼ white, 4/24 or 1/6 black, 7/24 red
TEACHER NOTE: NA

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project

Fraction Flags Math/Grade 3

Colombia

Madagascar

Kuwait

Fraction Flag Fun

1. On the flag provided below, color an example of 1/2 blue, 1/4 red, 1/8 green, and 1/8 yellow.

Explain your reasoning on how you determined each fractional part. Are there other ways you could have colored your flag? How many ways can you color the flag 1/4 red, 1/2 blue, 1/8 green, and 1/8 yellow? Show your answers below. (Use color tiles to help guide your thinking.)

2. On the flag provided below, color an example of 1/3 red, 1/3 green, 1/6 blue, and 1/6 yellow.

Flag Designs

To celebrate the opening of our new school building, you have been given the honor to design a new school flag. Only one design will be selected for the school flag. It is important that you follow the directions. On your piece of flag paper, create a flag that represents your school. Underneath the flag design, include a written explanation as to how/why you chose this particular design. Also, include the fractional parts of each color used within your flag. Be creative with your design and make sure are able to identify each fractional part.

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction

AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project