Name That Fraction!

**Name:** Melissa Blanton
**School:** Clyattville Elementary
**Grade Level:** Third Grade
**Time Length of Lesson:** 45 minutes
**Grouping Plan for Teaching: **Whole Group (Videotaped Lesson)
**Lesson Objective(s):** 1) Students will be able to write number
and word fractions to express the different parts of a whole group, and
compare 2 fractions by using M&M candies as a manipulative. 2) Students
will be able to look at a picture and tell which part is shaded, by writing
a fraction using numbers and words.

**QCC Standard(s): **1. Grade Level: Third Grade; 2. Subject: Mathematics;
3. Number: 3

4. Topic: Algebra; 5. Standard: Identifies and writes fractions to
describe parts of a whole using both regions and discrete sets (halves,
thirds, fourths, sixths, eighths, and tenths)

1. Grade Level: Third Grade; Subject: Mathematics; 3. Number: 4; 4.
Topic: Algebra

5. Standard: Compares fractions with like denominators
and explores comparison of fractions with unlike denominators using models.

**NCTM Standard(s):**

1. Grades K-4: Standard 12 – Fractions and Decimals

**Materials:** Ziploc bags with 10 M&M’s each (2 blue,
2 red, 2 green, 2 yellow, 1 brown, 1 orange), small paper plates, multi-colored
dry erase markers, 1 M&M data recording sheet for each student (see
attachment), 1 videotape, 1 video camera.

**Technology Connection:*** www.LessonPlansPage.com* – this
website offered many great ideas for fun lesson plans involving fractions.

**Lesson Development**

Beginning Attention & Interest Focus: Tell students that we are
going to make fractions with M&M’s today. They will get to eat their
M&M fractions! Also tell students that they will be real contestants
on a television game show called “Name That Fraction”!

**Introduction:**

· Ask students the question “What is a fraction?” A part of
a whole.

· Develop a discussion about things that can be divided into
equal parts such as pie, pizza, and apples. Have students give examples.

**Modeling:**

· Ask students the question “Which number is the numerator and
which is the denominator?” (Write a sample problem 2/3 on the board and
have a volunteer point the two out.) The numerator is the part and
the denominator is the whole. Draw 10 circles on the board and shade 3
to show students how to represent 3/10- Three tenths.

· Do a few more examples on the board until students begin to
catch on.

**Guided Practice:**

· Give each student 1 paper plate, 1-M&M data sheet, and
M&M’s.

· Have the students look at their M&M worksheet and guide
them through the first 3 questions by having them write what they think
the answer is, and then give them the correct answers. (see attachment)

**Independent Practice:**

· Continue to read each question and have students write down
their answers. Now, have student volunteers come to the board and
write the answers to the remaining questions. (see attachment)

**Assessment:**

· This is where the game show comes in! Divide the class
up into two teams. I will draw a picture on the marker board and
each student will get a turn to represent his/her team by writing the correct
fraction. (For example: I will draw a pizza with 8 equal slices and
3 were eaten. The student will be able to write the number fraction
or word fraction to represent how many slices of pizza were eaten.
Two points will be given for each correct answer, and 1 point will be give
for trying. This allows each child to express what they have learned
about fractions. The team with the most points at the end of the
game wins.

**Closure:**

· Ask students if they have any questions about what they did
today with fractions.

· Ask students to discuss ways they may use fractions in real-life.
Write these examples on the

board.

· Have students turn in their worksheets to their teacher for
a daily grade.

1. Count your M&M’s and write the total number in the blank. ______

2. Now total up the number of M&M’s you have for each color.

Blue __ 2 __Yellow
______

Red ______ Brown ______

Green ______ Orange ______

3. Name the fraction that shows how many blue M&M’s you have. Write
the number and the word.
__ 2/10 _____
= __Two tenths _____

4. Now eat the 2 blue M&M’s. How many are left? _______

5. Now write the fraction for red.

____________ = ____________

6. Now eat the 2 red M&M’s. How many are left? ________

7. Now write the fraction for green.

____________ = ____________

8. Now eat the two green M&M’s. How many are left? ________

9. Now write the fraction for yellow.

____________ = ____________

10. Now eat only 1 of the yellow M&M’s. How many are left?_____

11. Now write the fraction for brown.

____________ = ____________

12. Now eat the brown M&M. How many are left? _______

13. Now write the fraction for orange.

____________ = ____________

1. **Describe how the students were engaged in learning during
your lesson.**

In the beginning of the lesson, I asked the students to give me examples
of things that could be divided up into equal pieces. They gave me
answers such as a pie, a pizza, and a candy bar.

Then I wrote examples of fractions on the board and had the students
come up and point out which number was the numerator and which number was
the denominator. After a few examples the students really seemed
to grasp this concept. I think the M&M's helped the students
to see a hands-on approach to fractions. During the gameshow, students
came to the board to write a fraction for a given picture. Almost
100% of the class got all the answers right.

2. **Describe how the students responded to your lesson.**

The students enjoyed being involved in the class discussion at the
beginning of the lesson. The students were very excited about using
M&M's as manipulatives for the lesson. Everyone was curious about
the video camera. Because this lesson was my videotaped lesson, I told
the students that we were going to be on a television gameshow. They
were definately on their toes since they were getting videotaped.
The students liked the competitiveness of having 2 teams for the gameshow.
They showed great team spirit as each student tried to get points for their
team during "Name That Fraction".

3. **Describe how the students achieved the assessment of your
lesson.**

There was really no paper and pencil assessment, however the gameshow
served as the assessment. I divided the class up into two teams.
Each student cam to the board one at a time and I had a picture drawn on
the board. Part of the picture was shaded, and that student had to
write either the numeral or the word for the fraction. (ex: 2/3 or two-thirds)
The teams tied and everyone got their question right either on the
first or second try.