Prior to beginning the lesson: (1) Photocopy the Problem of the Day
onto transparency paper for the overhead projector; (2) Cut out and laminate Vocabulary Cards
for display in the classroom.
Students will be able to:
Problem of the Day
(see attachment), chart paper, markers, overhead projector, classroom objects such as crayons, glue sticks, and pencils
Lesson Introduction: Display Problem of the Day
on the overhead projector. Ask students: What strategy should we use to solve this problem?
Guide them towards draw a picture. Solve the problem together as a class. Students can copy problem and solution into math notebooks.
Write the number "1/2" on the board. Ask students: Do you remember what this is called?
Tell Students: Remember, yesterday we divided a pizza into half. A pizza is just one thing. Today we divided pieces of candy into half. The candy was a group of objects. Fractions can be for one thing, like the pizza, or for a group of things, like the candy.
Tell Students: Let’s continue practicing how to make one-half. Hold up a group of six glue sticks and tell students: I have six glue sticks. I want to give half to Student A and half to Student B. Call two students to the front of the room. Have them help you divide the objects into half.
Ask students: How many glue sticks are in each half? How do we know they are each half? Elicit response: Both students have three glue sticks.
Hold up a group of eight crayons. Then hold up a group of ten pencils. Follow the same procedure as above for each group of objects, ensuring that students understand each group must be equal to make half.
Tell students: Now we understand that we can make one-half from a single object or from a group of objects. Let’s think about fractions that we see everyday. Display chart paper and label the top “Fractions Around Us”. Start the list with pizza. Then ask students to come up with other objects they can divide into fractions.
Keep the list on display in the classroom for the remainder of the fraction unit.
Modifications: For students with special needs, allow extra time to answer questions and provide one-on-one assistance when necessary.
Teacher should monitor student participation to ensure all students are participating.
Benchmark or Standards:
National Council of Teachers of Mathematics (NCTM) Number and Operations Standard:
Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.
Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.
National Council of Teachers of Mathematics (NCTM) Process Standard:
- Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
- Recognize and apply mathematics in contexts outside of mathematics.