This lesson was kinda fun. It shows students that you can find fractions everywhere… even in Hershey’s chocolate bars. I wish I had been rich and could give each student their own chocolate bar to give the lesson extra punch, but alas, I am a teacher…

**Context**

Name: XXXXXX Date: March 12, 2009 Grade level: 3

^{rd}Subject/topic: Fractions Length/minutes: 20-30 minutes Group size: whole class

Sequence: ongoing

**Purpose**

Standard/core: UtahStandard 1, objective 2, indicator b

*Standard 1*

Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.

a. Identify the denominator of a fraction as the number of equal parts of the unit whole and the numerator of a fraction as the number of equal parts being considered.

b. Define regions and sets of objects as a whole and divide the whole into equal parts using a variety of objects, models, and illustrations.

Learning goal: Students will understand that they can make fractions out of anything.

Major concepts:

Fraction- part or portion of a whole

Denominator- bottom number of a fraction; the number of pieces in the whole

Numerator- top number of a fraction; number of pieces we are looking at

Equivalent fractions- same size; equal fractions; fractions with the same portion of the whole shaded

**Assessment**

Given a worksheet, students will be able to draw a fraction (illustrated with objects of their choice).

**Management**

Self starter: none

Expectations: Sit and raise hands (no calling out); Students will focus on the topic; No sharpening pencils, getting out of seats going to the bathroom during the lesson.

Procedures: work with your table buddy; raise hands to speak.

Fast finisher: Color your picture if you finish early.

**Instructional Strategies**

Attitude Orientation: *You probably already use fractions more than you realize. Name some ways you personally have used fractions…*

Tell objective: “

*Today, are going to see how many things we can make fractions out of.”*Schema Orientation:

Using a Power Point Slide, show pages from The Hershey’s Fraction Book that illustrate common fractions. Use the following outline to help move through the Power Point. Italics indicate speech.

Slide 2: Picture of a Hershey’s candy bar.

*The candy bar is the whole.*Slide 3:

*How many pieces make the whole?*Wait and let students count the pieces in the bar.Slide 4:Point out each piece.

*12 pieces make up the whole.*Slide 5:

*How do we write this as a fraction?*Slide 6

*: Since we just counted 12 pieces, that’s how big each piece is, 1/12 of the total. The total number of pieces goes at the bottom.**Remember how we used the cubes yesterday during centers? The denominator told us which size piece we had. That’s our denominator, which goes on the bottom of the fraction.*(Write it on the board).*Now for the top of the fraction. How many do we have?**We just counted 12, so that’s the numerator.*(Write it on the board).*We can use this candy bar to make more than one fraction.*

Slide 7:

*If we eat one piece, what fraction of the bar is left?*Slide 8:

*Let’s see. There are still 12 pieces total, so that’s our denominator**.*(Write it on the board).*But our numerator has changed. Now how many are there? There are 11 left. So what’s the fraction left? 11/12.*Slide 9:

*Can we make fractions out of other things?*Slide 10: discuss how there are 5 cows on the page, and one of them is brown. 1/5 of the cows are brown.

Slide 11:

*Is there anything else that we can make into a fraction?*Slide 12: Cacao beans. Explain how 1/8 of the beans are falling out of the tree.

Slide 13:

*So, you can make fractions out of anything!*Activity:

Model how to use manipulative:

*For example, if I found these leaves on the ground, I can make a fraction out of them.*Put them on the board and show how to make a fraction. Model finding the total, and then the number that are different (example: 3 of the 9 leaves are orange). Give students the thought process behind finding a hidden fraction in a set of objects.

*Since we just learned that we can make fractions out of anything, let’s try to make some.*

(Pass out bags of objects- one per student)

*.**Slide 13:Find the hidden fraction in your set of things*. Teacher may want to suggest ways to look at fractions (by color, by type of object, etc.)

Check for understanding:

As students make their hidden fractions, walk around the room and see if students are understanding the concept.

Independent practice:

Slide 14:

*Draw a picture of the fractions on your worksheet.*Pass out worksheet and ask students to draw objects of their choice to illustrate the fractions.

Closure: Lead a class discussion about the importance of fractions and the ways we see them in everyday life.

*So now that you know how to make anything a fraction, see how many fractions you can find around you every day!***Accommodations**

Visual learners- Power Point visuals, charts, drawing assessment

ELL students- Modeling, pictures to match the words, hands-on activities

**Resources**

Power Point presentation

Projector

Computer

Manipulatives

Worksheet

**Reflection**

Step 1: (Instruction and Management) What went well? What should be improved?

Step 2: (Student Learning) What did the children learn? How do you know?

What have you found helpful when teaching fractions?

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This is a great book for teaching kids fractions.

Agreed!