1. Review of Fractions Melanie Barnett Ella Cook Cristofer Mattern

2. Math Methods: EDC 370E Instructor: Dr
Math Methods: EDC 370E Instructor: Dr. Linda Voges Date: March 31, 2004 The University of Texas-Austin

3. TEKS and OUTCOMES:
(3.2)~~Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student is expected to: (A)~~construct concrete models of fractions; 1: utilizing Hershey’s candy bar pieces to construct various fractions and their equivalents. (B)~~compare fractional parts of whole objects or sets of objects in a problem situation using concrete models; 2: demonstrating that 6 of 12 pieces are the same as one half of the candy bar.

4. TEKS and OUTCOMES continue
(C)~~use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less; and 3: one-dash-four is the same as the symbol of 1/4, etc. (D)~~construct concrete models of equivalent fractions for fractional parts of whole objects. 4: cutting out the whole paper Hershey’s bar in half and the half in half and etc

5. Lesson Plan Objective:
Given a paper Hershey’s bar manipulative, the student will determine the fractional values of the “candy pieces.” This will serve as a review for the fraction unit prior to the student assessment.
(TEKS: 3.2 A-D)

6. Lesson plan continue
Lesson will be taught using whole group instruction and independent work will be done individually. An independent assessment will follow.

7. Materials: Overhead projector
Paper Hershey’s Bar (cut into pieces) Scissors
BOOK: “The Hershey’s Milk Chocolate Fractions Book” by Jerry Pallotta and Illustrated by Rob Bolster. Overhead Hershey’s bar. Actual Hershey’s Candy bar (reward)

8. Motivation:
We will discuss with students the importance of being able to use fractions and that they are in every day situations. “The Hershey’s Milk Chocolate Fractions Book” to show that fractions are present in food portions, money, time, shapes, etc. Procedures: See-attached page.

9. Guided and Independent Practice
Guided Practice: As we read the book, we will discuss the fractions and their equivalents. When the fraction is identified in candy pieces, we will ask students what the value is. After we have reviewed the fractions in the book we will discuss other fractions not mentioned in the book. Independent Practice” I will hand out to each student a “Hershey’s bar.” With instruction from the teacher, the students will cut the “Hershey’s bar” in the stated fraction. We will continue to do this demonstrating many fraction values. Once this is complete a “Hershey’s bar” fraction will be placed on the overhead and the students must determine the numerical fraction value. When the students demonstrate a thorough knowledge of the fractional values, we will assess their knowledge with a written test.

10. Adaptations for Special Learners:
Early finishers: Time permitting the students can quiz each other using the manipulative. Modifications: Students will have their own copy of the Hershey’s candy bar as well as having it on the overhead. Students with a deficiency of fine motor skill may use an actual Hershey’s bar. Challenged learners: May use smaller fractions and may have extended time with each fraction during the test. A picture of each fraction presented on the overhead for the test will be given to the students that need extra time. The same thing can be done with students who are visually impaired, but not blind.

11. Assessment and Materials
We will test the students and grade the worksheet.
Supplementary Materials:
Transparency of “Hershey’s bar” manipulative.
Packet of “Hershey’s bar” fractions on white copy paper.