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eCurriculum System eMAP                         BRIDGEPORT PUBLIC SCHOOLS
COURSE: Mathematics                                                 UNIT: Fractions
GRADE: 3
TIME FRAME: February/March
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PERFORMANCE STANDARDS
25.2 MATHEMATICS - NUMERICAL & PROP REASONING
25.2.1.3.5 Students will use models and pictures to represent fractions and label
the parts with words and fraction symbols.
25.2.1.3.6 Students will identify a whole as a fraction with the same numerator
and denominator.
25.2.1.3.7 Students will use counting and grouping of objects to find equal parts
of a set of objects and use models and number patterns to identify amounts such
as ? of 12 is 8.
25.2.1.3.8 Students will estimate fractional values and measure to the nearest
half unit with the aid of number lines and rulers.
25.2.2.3.11 Students will construct and use models to compare and order
fractions with like and unlike denominators of 2, 3, 4, 5, 6 and 8 and to identify
equivalent fractions.
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ESS/FOCUS QUESTIONS
What is a fraction?
What is the numerator?
What is the denominator?
How can I shade an object to show a given fraction?
How do fractions relate to whole numbers?
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CONTENT
In this unit, students will develop an understanding of the meanings and uses of
fractions to represent parts of a whole, parts of a set, or points or distances on a
number line. They will understand that the size of a fractional part is relative to
the size of the whole, and they use fractions to represent numbers that are equal
to and less than 1. They solve problems that involve comparing and ordering
fractions by using models, benchmark fractions, or common numerators or
denominators.
Adapted from NCTM focal points from grade 3
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SKILLS
CT State Standards
1) Use counting and grouping of objects to find equal parts of a set of objects and
use models and number patterns to identify amounts such as 2/3 of 12 is 8
2) Identify a whole as a fraction with the same numerator and denominator
3) Identify patterns with equivalent ratios such as 3 out of 6 crayons are red or 4
out of 8 crayons are red are the same as 1 out of 2 crayons is red
4) Use models and pictures to represent fractions and label the parts with words
and fraction symbols

CMT Strands:
2B. Identify fractional parts of regions and sets using pictures and vice versa
2C. Label and/or shade fractional parts of regions and sets
14A. Tell time to the nearest hour, half-hour and quarter-hour using analog and
digital clocks.
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ASSURED EXPERIENCES
Pizza Creation

Region Relationships

Snerd or Bork
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ASSESSMENTS
Use hexagon, trapezoid, blue rhombus and triangle pattern blocks to show
different ways to equal one whole, 1/2
1) Using the hexagon as one whole, ask children to find different ways to make the
same design in fractional parts using hexagons, blue rhombuses, green triangles and
red trapezoids. The children should record the various solutions as number
sentences using fraction notation or the first letter of the color of the blocks
used. (This can also be done on a computer)
**Intervention: Provide appropriate terminology in a bank (¼ and one-fourth, ½ and
one-half). Place pattern blocks directly on top of a shape template to record the
pieces used to cover the hexagon..
**Challenge: Create other fraction pattern block puzzles that have values greater
than one (such as a hexagon, trapezoid and triangle clown, hexagon and trapezoid
fish, or “peanut shape” made from two hexagons side by side). Encourage other
children to solve the puzzles and record the appropriate fractions using drawings,
fraction symbols and number sentences.
2) Students should draw and write about fractions in their math journals. These
reflections should demonstrate understanding of the concepts and skills taught in
the unit.

3) CMT style multiple choice and open-ended questions
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OPTIONAL ACTIVITIES
* Give students multiple opportunities to use a variety of material such as pattern
blocks (½, ⅓, ¹/• 6), paper squares, paper strips, spinners or fraction circles to
represent fractions and frame discussions.

* Identify times over the course of a week when fractions were used at home,
school, shopping, etc. Write story problems that describe and illustrate how the
fractions were use at home, school, etc.

* Create models of fractions, such as fraction bars, to show a whole and parts of
the whole. Guide the children in writing the • appropriate fraction names on each
piece. Encourage the children to manipulate the pieces to explore how the
fractional pieces make a whole.

* Label missing unit fractions on a given number line marked in halves, or thirds, or
fourths

* Compare fraction strips or bars (two or three at a time) that have been divided
into halves, thirds, fourths, fifths, sixths and eighths to determine the size of
each unit fraction and the relative placement of each on a number line, bar or strip
that represents a whole.

National Library of Virtual Manipulatives Lesson on Fraction Concepts:
http://enlvm.usu.edu/ma/nav/toc.jsp?sid=__shared&cid=emready@fraction_conce
pts&cf=activity

National Library of Virtual Manipulatives: Pattern Blocks
http://nlvm.usu.edu/en/nav/frames_asid_170_g_2_t_3.html?open=activities&from
=category_g_2_t_3.html
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RESOURCES
Pizza Creation

Region Relationships
Snerd or Bork

Fractions CMT and Additional Practice
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VOCABULARY
fraction
part
whole
numerator
denominator
half
third
fourth
fifth
sixth

				
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posted:7/26/2011
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