Lesson+Plan

Technology Lesson Plan

SOL 1.6 -	The student will identify and represent the concepts of one-half and one-fourth, using appropriate materials or a drawing.

Objectives- The learner will be able to identify the fractions one-half, one-third, and one-fourth from viewing appropriate materials. The learner will be able to represent the fractions one-half, one-third, and one-fourth using drawings and computer programs.

Materials- computer, projection device, construction paper bakery cutouts, computers for students to use. Anticipatory Set- Ask students have you ever heard of the term spilt in half before? How have you heard it? Most likely talk about food cutting your sandwich in half. Ask if anyone has ever got their sandwich cut into four pieces? To get the students to become familiar with examples they have seen before dealing with the concept of a fourth. Ask if anyone has two brothers or sisters? How does your mom or dad split up things equally for the three of you? So students are aware that they know the concept of dividing things into thirds.

Guided Practice- Play online video from http://www.brainpopjr.com/math/fraction/basicpartsofawhole/ each student will have his or her own "bakery" manipulatives that are used in the video. Play the section of the video that explains what a whole is, stop video. Talk to students about what a whole is using our manipulatives for examples. Ask them for other representations of what a whole is. Play the section of what a half is, stop video. Go through same process of the whole section. Ask how they can represent a half with their manipulatives, and ask for other representations of what a half is. Play the section about thirds, stop video. Go through same process of representing a third with manipulatives and asking them for other examples. Play final section of fourths, stop video. Go through same process as done with the other sections. Once video is over, as a class talk about all the fractions that were addressed in the video, use dividing the class up into parts as a way to address all of the parts of a whole we talked about.

Independent Practice- Using the Kidspiration software, have the students’ group pictures representing parts of a whole into groups of whole, half, third, and fourth. Do a teacher demonstration to show the kids how to group the pictures using the program. Depending on whether students can use the laptops each student will be able to use a laptop, or divide students in groups to use the two computer available in the room. Teacher will help students struggling with using the program or fractions when they are doing grouping by themselves. When they are finished go over the correct grouping of the fractions, have students explain why they chose to group particular fraction representations in each group. If time allows have students play with http://www.oswego.org/ocsd-web/games/fractionflags/fractionflags.html which allows students to create their own flags using halves and fourths and http://www.oswego.org/ocsd-web/games/fractionflags/ffthirds.html which is the fraction flag for thirds. Have them show their flag creations and talk about the fractions they used to make it.

Closure- Use either fractions flags or the grouping pictures to review the concepts of fractions they have learned.