Fraction Fun

Aiden Aizumi
Math Unit
April 19, 2015
Introduction
This unit on fractions is a third grade unit focusing on teaching the concepts involved in
understanding fractions. This unit includes three lesson plans that are progressive in nature and
will build on the knowledge of the previous lesson(s). The first lesson is a basic introduction to
what fractions are, and allows students to become acquainted with fractions. It will cover some
vocabulary like numerator and denominator and basic fractions like half, whole, quarter. The
second lesson will go a little more in depth and in this unit students will learn more fractions like
thirds, sixths, eighths as well as start to compare fractions in regards to their size a fraction bar.
The last lesson will have the students working to compare denominators of fractions and learn to
compare the size of a fraction based on the denominator. There will be an assessment at the end
of each of the lessons as a benchmark for understanding and a separate assessment at the end of
the unit to check for overall understanding.
Standards
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line
diagram.
CCSS.MATH.CONTENT.3.NF.A.2.A
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as
the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and
that the endpoint of the part based at 0 locates the number 1/b on the number line.
CCSS.MATH.CONTENT.3.NF.A.2.B
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has size a/b and that its endpoint locates the
number a/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their
size.
CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a
number line.
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the
fractions are equivalent, e.g., by using a visual fraction model.
Rationale
Fractions can be a difficult subject for students to become confident in. One reason is within
fractions there are many variations that present themselves. Without a solid foundation of what
fractions are and some of the basics like , or it become difficult to then take it a step further
and learn size and comparisons. I struggled with this as a student and was lucky enough to have
a teacher who sat with me and used manipulatives to give me a visual of the fraction sizes. This
is why I picked fractions for my math unit. The Common Core standards for third grade have
several aimed at fractions and with this unit, my goal would be to help build that foundational
structure with fractions in a way that is fun, and support students regardless of their learning
styles. There will also be ways to help diversify the lesson for students who may be ELL or in
special education. I dont believe in the one size fits all approach to teaching, and this unit will
have built in components to help students succeed in a way that works for them.
Goal
The goal of this unit is for students to gain the foundational knowledge and concepts involved in
learning fractions. By the end of this unit students will have a solid start in learning more
complex applications involving fractions like addition and subtraction. The students will be able
to place fractions on a fraction bar in their correct place and be able to take two fractions and say
which is smaller or larger.
Guiding Questions

What is a fraction?
How are fractions related to whole numbers?

How can I use what I know about whole numbers to help me better understand fractions
of a whole?
How can I represent fractions in multiple ways?
Why is it important to compare fractions as representations of equal parts of a whole or of
a set?
If you have two fractions, how do you know which is greater or has more value?
Lesson Plan 1
INSTRUCTIONAL UNIT:
TEACHER
Aiden Aizumi

COURSE
EDUC 389

GRADE
3rd

DAY
Wednesday

SUBJECT
Mathematics Fractions

CAMPUS

LESSON TITLE
What is a
Fraction?
LENGTH OF
LESSONS
1.5 hours

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
GOAL OF UNIT
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity
formed by 1 part when a whole is

Students will understand the basics of

fractions and compare size or value, and
where fractions belong in a whole.

partitioned into b equal parts; understand a

fraction a/b as the quantity formed
by a parts of size 1/b.

MULTIPLE INTELLIGENCE
ADDRESSED
Logical-Mathematical The act of math
will come easier to these students, and by
working with fractions they will feel most
at ease. Also using the manipulatives
specific to math will also work for this

OBJECTIVE OF LESSON
Given real life examples and
manipulatives (physical or digital),
TSWBAT correctly identify the fraction
shown with 100% accuracy.

multiple intelligence.
Bodily Kinesthetic Working with the
manipulatives and being able to move
them around works for this intelligence.
Visual-Spatial the images that are used
to show fractions with common objects
like sandwiches, money or cookies.

ASSESSMENT
STRATEGY FOR ASSESSMENT
For this the teacher will use a class checklist and mark if the students are able to display
they understand the content. There will be a section for notes that the teacher can use
so that they can make specific notes for a student.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
ELL Students Teacher will allow the students to draw or use the manipulatives to
display the fractions when working with partners instead of having to describe in
words.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
-

Projector
Fraction bars
Fraction cubes
Sandwich
Cookie
Money

iPads
checklist

INTO (Orientation)

STEPS THROUGH THE LESSON

RATIONALE

Teacher will show the students a sandwich To engage the students the teacher will
and ask did you ever share a sandwich
bring up the sandwich. Food is something
with someone?
that the students can relate to, plus it is a
fun example and can actually be provided.
After students answer, the teacher will say
that the students were using fractions when Starting with the basic idea of a half and
they shared the sandwich and show that
something that sandwiches are cut into all
they probably cut it in two equal parts or . the time shows the students that they are
already aware of fractions and sets them up
The teacher will then point out that the 2 on for more excitement and confidence in their
the bottom of the tells how many equal ability to do fractions.
parts there are, and the number on the top
is how many parts are being talked about or This is also a good example because the
used.
students can actually see and understand
that when they share a sandwich they are
In the case of the sandwich there are 2
only getting 1 of the 2 pieces, and it is
equal parts and you only ate 1 of the 2
something tangible and relates to real life.
equal parts.

THROUGH (Presentation, Structured

Practice, Guided Practice)
The teacher will show vocabulary words
for: fraction, whole, and half.
The teacher will then show another
example of fractions using money. The
slide will show quarters. The teacher will
ask the class, how much a quarter is. (25c)
and then they will say if we have 4 of them,
we have $1. Each quarter is ONE out of
the FOUR equal parts of a dollar. That is
why it is called a quarter1/4 can be said
as one fourth or one quarter.

The teacher will show the vocabulary

words for the visual students and to also
get them used to using the proper words
to describe fractions. It is important for
them to understand and recognize
fractions when written out in a word or by
numbers.
The money example is also another good
example because students should be
familiar at this point with currency and
they can practice and see the use of
money in the real world.

Teacher will show the vocabulary cards for

and quarter.
The teacher will then have the students talk
to their table partners (4 students) about
what the 1 in the , and what the 4 in 1/4
means if there were 4 quarters on their
table. (They each have 1 of the 4) and the 4
is the total equal parts.
As another example the teacher will now
show a picture of a cookie that is not
divided equally. The teacher will ask the
students if they would want to share this
cookie if their half was the right side
(smaller piece). The students will respond
and the teacher will say that it is not fair
and it is also not a fraction because a
fraction has to have EQUAL pieces.
Finally the teacher will show the students
a picture of sixths. Students will talk with
their table groups again about what the 1
on the slide represents (1 piece). Also have
the students talk about what the 6 means.
Now explain that we have to give a proper
name for the top and bottom numbers. The
top number is called the numerator. Tell
the students to think about how north is
(up) so the Numerator is North.
The teacher will explain that the bottom
number is called the denominator
Another way to remember is that
Denominator starts with D and so does the
word Down.
The teacher will point to the numerator and
the denominator of several fractions and
have the students shout out the correct
name.

Working in partners helps to check for

understanding but also give the students
support from their peers if they are still
struggling to grasp the concepts.
It is important to bring to the attention of
the students the importance of the equal
parts in a fraction. By showing the
cookie with 2 unequal parts and how
unfair that would be the students can
understand that they would not want to be
on the smaller half of that cookie, and
that in order for the cookie needs to be
split fairly and equally for it to truly be a
half. Once again this is a real life
example and shows the students in a way
that is applicable to real life.
Understanding numerators and
denominators is a key part in fractions
and giving the students a way to
remember them will help them when they
need to retrieve the information later. The
N in North and the D in Down help the
students to relate other more common
ideas to the two words. They can always
substitute another word that works better
for them and that should be encouraged.
Having the students use the iPads and the
fraction bars is a good way to get them
using their hands, and also makes the
practice more fun and engaging than a
worksheet. It also incorporates the
manipulatives and technology into the
learning for the students who are more
attracted to learning in this way.
This is also a good way to practice and
still have the support of their peers and
the teacher before they go and do the

Now that the students will practice with the

iPad and fraction bars. First have the
students work with the bars and match the
fraction cards with images with the correct
fraction bars. After the students have done
this, the students will use the iPads to play
Slice Fractions and practice identifying the
fractions in different shapes and sizes.

work at home.

BEYOND (Independent Practice)

RATIONALE

For homework the students will draw their

own examples of the fractions covered in
the lesson (whole, half, quarter, sixth) and
bring it to class. The students will
exchange with a partner and label the
image with the correct fraction equivalent.

This independent practice removes the

support of the class and the teacher and
will show if the students were able to
understand fully the concepts that were
taught. It also incorporates the arts and
allows the students to creatively display
the fractions.

Lesson Plan 2
INSTRUCTIONAL UNIT:
TEACHER
Aiden Aizumi

COURSE
EDUC 389

GRADE
3rd

DAY
Wednesdays

SUBJECT

CAMPUS
Main Campus

Mathematics

LESSON TITLE
Color and
Compare
LENGTH OF
LESSON
1.5 hours

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
GOAL OF UNIT
Students will understand the basics of

CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same
numerator or the same denominator by
reasoning about their size. Recognize that
comparisons are valid only when the two
fractions refer to the same whole. Record
the results of comparisons with the
symbols >, =, or <, and justify the
conclusions, e.g., by using a visual
fraction model.

fractions and compare size or value, and

where fractions belong in a whole.
OBJECTIVE OF LESSON
Using a fraction bar, TSWBAT compare
the size of two fractions and select the
larger or smaller of them with 100%
accuracy.

MULTIPLE INTELLIGENCE
ADDRESSED
Visual-Spatial: The fraction bars and
seeing the sizes of each of them compared
to a whole.
Logical- Mathematical: this is a math
lesson and these students are strongest in
this type of smart.
Bodily Kinesthetic: Moving the pieces
around and getting up to work in groups
not just sitting in one place the whole
lesson.

ASSESSMENT
STRATEGY FOR ASSESSMENT
Teacher will continue to use the class checklist from the last lesson. Also the teacher
will walk around the room to observe the students while in small groups.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS

Special Education Students: For students who may struggle with fine motor skills have
larger pieces for the students to cut out or have pre-colored fraction bars for the
students to use for the lesson.
GATE: Have students consider what happens when you have a fraction that has a
denominator that is not shown on the list. For example 1/5, or 1/7.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
-

Projector
Math fraction bar copies
Crayons
iPads (at least 1 for each group)
Scissors
Finished examples of the fraction bars
Baggies for the pieces for each student
Fraction worksheet

INTO (Orientation)

STEPS THROUGH THE LESSON

RATIONALE

Tell the students that they will need their

crayons for this lesson because they will be
coloring.
Project the fraction bar page on the board.
The teacher will guide the students through
coloring the fraction bars.
Teacher will show the students a
completed set of fraction bars already
colored and move into the lesson.

THROUGH (Presentation, Structured

Practice, Guided Practice)
Teacher will ask the students to point to
the one on their own page that says 1

Making math more fun by incorporating a

more artistic approach gives students a
buy in to the lesson. It also caters to the
students who may be more inclined to
enjoy the arts and hands on activities.
Also, by having the teacher not provide
pre colored in fraction bars, the students
are learning and practicing recognizing
the correct fractions. They will have to
be colored in with the right color based on
the fraction the teacher announces.

RATIONALE
Having the teacher walk the students
through the different fraction bars by size
help the students practice the vocabulary

whole. They will explain that this is the

whole fraction bar and that they will color
this bar in red

that is associated with fractions as well as

practice being able to recognize them by
their size in relation to the whole bar.

Next teacher will ask the students to find

on their bar. Teacher will tell the students
they will color this piece orange. Ask the
students if they are coloring both the piece
on the left and the right or just one of
them? Remind the students that is only
one of the two pieces because the 2
indicates how many equal pieces there are.

The colors will help the students to as

another pattern while they learn the basics
of fractions and size. It is also good for
students who may still be unsure of the
sizes. They wont mix them up because
the colors are different.

For 1/3 the teacher will ask the students to

talk to their neighbor and point to which
one is 1/3. They will color this piece
yellow. Ask the students why they are only
coloring in 1 of the pieces and not all 3.
The answer should be the same as the .
Just like before the teacher will walk the
students through the and ask them to
point to a quarter or fourth. And they will
color this one green. Once again ask them
how many of the pieces are the coloring in
and why are they only coloring 1 of the 4.
The process will repeat now for the sixth
(blue) and the eighth (purple). The eighth
will be a new word, so the teacher will take
this time to pause and show the vocabulary
card for the eighth.
Repeat the process just like the others for
1/6 and 1/8. Have the students cut the
colored in pieces, write their name on the
back of the pieces.
Now that all the pieces are colored and cut
out. Ask the students to talk in their group
about what the pieces have in common
(same numerator). Also ask the students if
they notice any patterns with the fractions

The teacher lets the students know why

they are only selecting 1 of the 2 pieces in
to color, but by the 1/3 the teacher has
started to ask the students to say why
without as much prompting or guidance.
If the students are still in need of help the
practice continues with , 1/6, and 1/8.
Using scissors is good for practicing
motor skills as well as for the students
who maybe bodily kinesthetic and
wanting to do something more hands on.
Technology is something that the students
are used to using outside of the
classroom, and including it in the
classroom gives the connection to the
outside world they live in. It also shows
that learning doesnt have to be limited to
worksheets and paper. For this lesson
using the iPads is also structured around
working in groups so it requires the
students to be able to communicate their
thoughts to one another and then convey
them to the class.
Learning which fractions are larger and
smaller will play into more advanced
lessons in fractions. This is a vital part of
that process, and with the assistance of
the fraction bars the students can actually

they see.
Have the groups write on an iPad what they
talked about in their groups. This will be
shared with the class. The teacher should
be looking for an answer along the lines of
each fraction piece gets smaller, and that
the denominator is getting bigger even
though the piece is smaller.
This maybe a hard concept for the students
because they have been told that numbers
get bigger are higher in value, but with
fractions remind them that the denominator
is showing how many pieces there are, so it
means there are more pieces being shared.
The teacher can use the example of a pizza
or a cake and sharing it their family or the
whole class and how the size of the pieces
may change, because there will need to be
more pieces. The size of the cake or pizza
stays the same as a whole.
Now have the students select the biggest
piece they have (1/2) and then the smallest
piece (1/8). The teacher will write on the
board > 1/8. Ask the students to look at
their pieces and see if this is a true
statement. They will turn to their partners
and talk about why is bigger when 8 is a
bigger number than 2. (because 8 means 8
pieces, so each piece is smaller).
Now have the students find their 1/3 and
pieces. Write 1/3 and on the board, and
ask the students to say which the larger one
is. (1/3 because it has less pieces and the
pieces will be bigger). 1/3 > .
Now have the students work with their
partner to practice. Each student will pull
out one of the pieces from their bag and

take the correct pieces and see the sizes

clearly. It takes away the abstract idea of
just knowing that the larger the
denominator means more pieces and each
piece is smaller. It helps to build a solid
foundation where the students are not
only hearing the teacher explain, but they
get to see I with their own eyes and to
move the pieces in a way that works for
them.
Again working in groups at the end is
good practice for socializing in an
appropriate manner and gets the students
comfortable with each other. It also
provides support for the students who
may still be struggling with the fractions.

compare the sizes and write down the

fractions and indicate which is bigger. They
must explain why.
The teacher will walk around and observe
during this time.
BEYOND (Independent Practice)

RATIONALE

The students will take home the pieces and

finish coloring the rest of the pieces for the
fraction bars. The colors should be the
same as the original pieces.

Having the students finish their fraction

blocks at home helps them practice to
make sure they are using the correct
fraction size with the right color. It
allows for more time to get used to using
these manipulatives.

They will also be provided with a prompt

from the teacher in the form of an
application problem. The problem will be
around a birthday cake. Two people will
be disagreeing on the size of the piece of
cake they are getting if they share it with
their whole family (6 people 1/6) or just
their siblings (4 people 1/4). The
students will write a response to which
scenario will have the bigger pieces of cake
and why. They will also draw a picture of
the two cakes to with their response.

The homework assignment is good as a

written assignment which incorporates
ELA practice, as well as the logical
aspects of math because the students will
have to justify why they believe what
they do. This will also show if they
understood that the 6 means more pieces
vs 4 pieces of the same size cake.

Lesson Plan 3
INSTRUCTIONAL UNIT:
TEACHER
Aiden Aizumi

COURSE
EDUC 389

GRADE
3rd

DAY
Wednesdays

SUBJECT
Mathematics

CAMPUS
Main Campus

LESSON TITLE
Comparing
Denominators
LENGTH OF
LESSON
2 Hours

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
GOAL OF UNIT
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity
formed by 1 part when a whole is
partitioned into b equal parts; understand a
fraction a/b as the quantity formed
by a parts of size 1/b.

Students will understand the basics of

fractions and compare size or value, and
where fractions belong in a whole.

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special
cases, and compare fractions by reasoning
about their size.

Using fraction bars and/or cubes TSWBAT

to compare multiple fractions sets against
each other and determine which set is
larger with 100% accuracy.

CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same
numerator or the same denominator by
reasoning about their size. Recognize that
comparisons are valid only when the two
fractions refer to the same whole. Record
the results of comparisons with the
symbols >, =, or <, and justify the
conclusions, e.g., by using a visual
fraction model.

MULTIPLE INTELLIGENCE

OBJECTIVE OF LESSON

ADDRESSED
Visual-Spatial: The fraction bars and
seeing the sizes of each compared to the
others.
Logical- Mathematical: this is a math
lesson and these students are strongest in
this type of smart.
Bodily Kinesthetic: Moving the pieces
around and getting up to work in groups
not just sitting in one place the whole
lesson.

ASSESSMENT
STRATEGY FOR ASSESSMENT
The teacher will still be using the same class checklist for this lesson. This is to show
side by side comparison to the previous lessons and the students who are still not
understanding or may not be proficient at any of the 3 lessons.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
GATE students: They will work without using the fraction bars or can be given
denominators other than 2, 3, 4, 6, and 8.
Special Education students: Provide them with the comparing denominators support
sheet that provides clues like thinking about the sharing cake situations.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

-

Projector
iPads
Fraction bars
Support sheets for denominators
Fraction cards
< cards
Student checklist
iPads

INTO (Orientation)

STEPS THROUGH THE LESSON

RATIONALE

To review from last time the teacher will

play the pizza fraction video.
Teacher will have the students get their
fraction bars for this lesson.
Teacher will project the fraction bars on the
board for the class to see.
Teacher will have the students turn and talk
to their partner to remind each other of
what happens to the size of the
denominator gets bigger. (more pieces
means smaller pieces)
Teacher will do a few practice problems to
review. Which is larger or 1/3, and have
the students explain. Also have them use
the > and place it opening to the bigger
fraction. Have them continue to practice
using a few more examples to make sure
they are feeling confident in comparing the

Reviewing the last lesson helps get the

students warmed up and feeling more
confident for the upcoming lesson. It also
helps remind them of some of the key
points that they may have forgotten or
become fuzzy on.
Having the students work together and
talk helps with their communication skills
as well as supporting each other as they
learn. If a students is struggling they will
have the support of the other student to
help get them to a place of understanding.

size of the fractions.

THROUGH (Presentation, Structured
Practice, Guided Practice)
Teacher will now project a new slide on
showing 2 of each fraction set are shaded.
The teacher will ask the students to think
about what happens if you have 2 of every
fraction instead of the one. Teacher will
have them talk in their groups and share via
the iPads to the rest of the class.
Teacher will ask the students did anything
change in regards to which fraction is
larger? (No, the halves are still biggest and
the eighths are still smallest).
Now the teacher will put a practice
problem on the board. They will ask,
Which is bigger, 2/2 or 2/3? Why? Have
the students talk with their neighbor and
explain what they think. (2/2 is bigger just
like is bigger than 1/3.
Now the teacher will ask them to compare
2/4 and 2/6, 2/8 and 2/6, 2/4 and 2/2, and
2/3 and 2/6, etc until they start to feel more
comfortable. The teacher will continue to
write the inequality on the board. The
students will work with a partner for these
practice problems.
After the practice set of problems, ask the
students to talk at their table about what the
notice with the inequalities. (This should
include that the numerator is the same in all
of the examples so they are still comparing
the denominators. Therefore what applied
before still applies now).
The teacher will now ask the students what

RATIONALE
Showing an example first helps get the
students acquainted with the new
material. Providing a visual example is a
good for supporting the students who are
visual-spatial learners.

Asking questions gets the students

thinking instead of just telling the
students that nothing has changed. It
shows whether or not the students
understand that the denominator didnt
change and therefore the bigger pieces are
still the ones with the smaller
denominator.
Doing several examples together is a
good support and scaffold for the students
before they practice on their own. It
gives the students who may be struggling
to not be put on the spot, and to hopefully
start to see the pattern with the examples.
Once again working together helps the
students to work together and collaborate
with each other. This is an opportunity
for the students who may not want to
speak in front of the whole class and
helps to build their confidence with
speaking at least to one other peer.
By providing real life examples like cake
or pizza, the students can relate more
easily to it because they have most likely
experienced it outside of school.
Having the students create their own
inequalities shows their understanding of
building fractions and also if they

would happen if we had 3 of each piece.

Would the halves still be the biggest? (yes).
What if we had 10 of each? (yes). As long
as the numerators are the same, the
smallest denominator will be the biggest
fraction.
If students are still confused, the teacher
will remind the students of the birthday
cake example. The teacher will say that it
is like the first cake example, but what if
there were 2 cakes and you had to share it
with either 2 people or 8 people. The 2
people would still get more cake than the 8
people because there would be more
pieces, and more pieces means smaller
pieces.
Now the students will practice by using
fraction cubes or their fraction bars to make
their own sets to compare. Each student
will set up a 4 inequalities and write an
answer key for their problems. Now the
students will work with another student and
answer their equations. The students will
check each others work.
The teacher will observe to check for
understanding and that the students have
set up their inequalities correctly.

understand that 2 of each fraction set

doesnt change the denominator and so it
still follows the same rules as before.

BEYOND (Independent Practice)

RATIONALE

The students will write their own word

problem that will be shared with the class
the next day. They will be given a format
that they can follow but will be required to
set up the fractions and the story behind
the word problem.

Having the students write a problem at

home for homework is good practice
without the support of the teacher or
peers. It also allows for creative freedom
and ELA and art integration. The
students will have to write in a way that is
comprehendible by others and written
with proper grammar and punctuation.

The students can draw a picture to go with

their problem, and will be required to
provide the answer and rationale for their
answer to be turned in to the teacher.

The drawing lets the students express

their creativity as well as provides a
visual to go with the word problem. This
visual is good for the students who may
not be as strong with reading
comprehension to be able to understand
what the problem is asking.

Assessment
Class Checklist for assessing understanding.
Student Name

What are
Fractions?

Color and
Compare

Compare
Denominators

Notes

This sheet is for the 2nd lesson. The students will respond to the prompt from their teacher about
the 2 fractions and write each one in the boxes on the top. And then they will decide which is
bigger. They will use the space to draw and the bottom to write their explanation.

End of unit assessment will be in the form of a test.

1. _____1/6
2. 2/4______2/8
3. 1/2 _____1/3
4. 1/8______1/3
5. 1/6______1/4
6. 2/3______2/6
7. 3/3______3/4
8. ______1/2
9. 1/3_____1/8
10. 2/2______2/6
11. _______3/6
12. 4/3______4/4
13. 5/8______5/2
14. 2/3_______2/4
15. 1/6______1/2
16. 4/8_______4/4
17. 3/8_______3/6
18. 1/8______1/4
19. ______1/8
20. 7/8_____7/3
For the unit assessment the students will also be given another opportunity to write and
draw using the worksheet from before. They will be given a prompt again and it will be a little
bit more advanced in difficulty.
Technology Integration
In this unit, the students will have several opportunities to use technology to support
them. In the first lesson, the students will be able to use the iPads and use virtual manipulatives
as they practice working with fractions bars. They will also be able to use the iPads and play a
game called Slicing Fractions as a way to continue practicing recognizing fractions and their
sizes in relation to each other. In the second lesson, the students will be able to continue using
the iPads as a manipulative. They will also be using the iPads to share what their groups had
discussed using Apple TV. In the third lesson the iPads are still used as a manipulative for the
students. For the game Slicing Fractions, the students can also use an iPod Touch if iPads are
unavailable.
Integration
This unit integrates both art and ELA activities into the lessons. In the first lesson the
students are getting used to seeing fractions, and as a way to practice, as drawing their fractions

using things like cookies to represent the fractions that were covered. This allows them to
decorate or color it any way they want to. The second lesson has students actually coloring their
fraction bars. These are the manipulatives that the students will be using for the remainder of the
unit. Even if students prefer using the iPads for the manipulatives, they will still be required to
color their set of paper fraction bars. This will be as a backup for if iPads are unavailable or not
working properly. The second lesson also has the students writing and drawing as a response to
a prompt about fractions and sizing. They will be able to illustrate in any way they choose, and
write their reasoning for their response to the prompt. This assignment for the second lesson is
less about using numbers as it is writing a response in a way that shows they understand the
fractions and can explain their rationale for their choices. The third lesson involves students
writing their own word problem for fractions. In order for the student to be successful at this,
they must be able to write in a way that others can understand what they are asking.
Lived Experience of the Students
The activities in this unit and examples that are given to the students all involve items
that things that they would be able to associate with in their daily lives. Things like pizza, cake
and cookies are things they should have encountered before, and if not used or eaten. Being able
to associate fraction using familiar items helps the students recognize the fractions in their
environment and not just as some numbers with connection. Students are also given the creative
freedom with the third lesson to write their own word problem. This gives them a chance to
personalize the context of the fractions even further. Maybe they want to use something
culturally important to them. This also honors those students and their lived experience and does
not exclude students from being able to share about their lives.

Resource List
Christine Cadalzo. (n.d.). Retrieved April 17, 2015, from
https://www.teacherspayteachers.com/Store/Christine-Cadalzo
Family Feud Fractions. (n.d.). Retrieved April 18, 2015, from
http://www.prometheanplanet.com/en-us/Resources/Item/284378/family-feud-fractions
FREE Pizza Fraction Fun (Equivalent Fractions). (n.d.). Retrieved April 18, 2015, from
https://www.teacherspayteachers.com/Product/FREE-Pizza-Fraction-Fun-EquivalentFractions-369797
McMillan, B. (1991). Eating Fractions. New York, New York: Scholastic.

Ms. Wilson's Wolves: Currently...5 School Days from Spring Break!!!! (n.d.). Retrieved April
18, 2015, from http://firstgradewolves.blogspot.com/2014/03/currently5-school-daysfrom-spring-break.html
Murphy, S., & Karas, G. (1996). Give me half! New York, New YOrk: HarperCollins.
Promoting Success: How to Use Pizza to Teach About Fractions. (n.d.). Retrieved April 17,
2015, from http://promotingsuccess.blogspot.com/2014/02/pizza-fractions.html
Slice Fractions. (n.d.). Retrieved April 17, 2015, from
https://itunes.apple.com/us/app/slice- fractions/id794730213?mt=8
Walle, J., & Karp, K. (2013). Elementary and Middle School Mathematics: Teaching
Developmentally (8th ed. student value ed.). Upper Saddle River, New Jersey: Pearson.
Zap Zap Fractions : Virtual Fraction Tutor. (n.d.). Retrieved April 18, 2015, from
https://itunes.apple.com/us/app/zap-zap-fractions-virtual/id865942865