Teacher: Subject/Grade: 3 Date: 7/24/06
Framework: 3.N.3 Identify and represent fractions (between 0 and 1 with denominators
through 10) as parts of unit wholes and parts of groups. Model and represent a mixed number
(with denominator 2, 3, or 4) as a whole number and a fraction, e.g., 1 2/3 or 3 ½
Objective (what Students will be able to determine the fractional representation for a
should students
know and be able handful of pattern blocks in relation to the hexagon
to do)
Pattern blocks (hexagon, triangles, rhombus, trapezoid), worksheet (see
Materials below), pencils
Hexagon, triangles, rhombus, trapezoid, denominator, numerator, improper
Vocabulary fraction, mixed number
The teacher reviews the names of various pattern blocks and their fractional
Launch portion of the whole – a yellow hexagon (i.e. one triangle is worth 1/6) .
A container of one type of block is given to a group of 5-6 students. Each
student receives a worksheet and writes down which type of pattern block
he/she has at her table. Then, each student takes a handful of blocks and
counts them. They then create a improper fraction for their amount. Since
Explore one triangle is 1/6, if the child grabs ten of them, their fraction is 10/6. The
students then change their improper fractions into a mixed number.
Students can put their blocks into hexagonal shapes to determine the whole
number. The leftovers will create their own fraction.
Students pair up with another student, who used a different pattern block, to
discuss how they arrived at their answers.
Summarize
Homework
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Name _________________________________
The pattern block I am using is the
__________________ .
Each one is worth ___________ of a hexagon.
1. Grab a handful of your shape.
2. Count how many you grabbed.
_____________________
3. Write the improper fraction
_____________
4. Make hexagons with your shape. Draw a
picture of what you made and write a new
fraction to represent the mixed number.
My Mixed Number is ________________ .
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