Introduction to Fractions A learning experience by: Sarah Berry Spring 2013 Introduction to Fractions A Learning Experience Designed by Sarah Berry Spring 2013

Introduction and Background  Grade: 1 st Grade  Number of students: 16  Time frame: 5 days (1 hour per day)  There are 2 students identified as having learning disabilities.

Overview Enduring Understanding: Dividing a shape into halves will result in two shares that are equal in size. Likewise, dividing a shape into fourths or quarters will result in four shares which are equal in size.

Overview Essential Question: When partitioning a shape into a larger number of equal shares, are there smaller or larger pieces? Guiding Questions: What do halves look like? What do fourths look like? What does it look like to shade in a quarter of a shape? What does it look like to shade in half of a shape? Which is larger? One half or one fourth?

Objectives The student will be able to: 1.0 Draw lines on images of circles and rectangles which divide the shape in half/fourth and color in one-fourth/one-half. 2.0 Demonstrate the concept of half/fourth by creating “rugs” using two or four equal shares which together form a circle/rectangle.

Objectives Continued The student will be able to: 3.0 circle figures which accurately represent halves and fourths when given a series of images. 4.0 demonstrate his/her understanding of fractions through answering a series of questions about the fractions ½ and ¼.

Student Tasks The students will:  Complete a pre-assessment  Complete a series of worksheets whose problems involve dividing/identifying shapes divided into halves and fourths in different ways.  Create “rugs” composed of two/four equal parts  Complete a post-assessment

Common Core Standard: Mathematics (1.G.3) Standard: 3. Partition circles and rectangles into two and four equal shares, describes the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Page Number: 16 (NYS P-12 Common Core Learning Standards for Mathematics) (PDF)

Assessment Tools

Teacher Exemplar (I would rather have ½ of a sandwich because I would get a bigger piece.)

Student Work- Distinguished

Total Score: 6/6 ATTRIBUTESCORE Half Circle1 Quarter Circle1 Circle one-half1 Circle one-fourth1 Short Response2

Student Work- Proficient (½ by cus it you wit)

Student Work- Proficient ATTRIBUTESCORE Half Circle1 Quarter Circle1 Circle one-half1 Circle one-fourth1 Short Response1.5 Total Score: 5.5/6

Student Work- Developing

Total Score: 5/6 ATTRIBUTESCORE Half Circle1 Quarter Circle1 Circle one-half1 Circle one-fourth1 Short Response1

Student Data Question Number # of students with correct answer Pre-TestPost-Test

Student Data Question number Number of Students with correct answer Post-Test Pre-Test X X

Modifications  Students sit on the perimeter of the rug for direct instruction.  Students have work checked, are given suggestions, and then they fix the assignment until it is 100% correct.  Students work close to special education teacher.

Reflection I’d like to thank Dr. Arnold and my peer review group- Katie A., Kara K., Amanda K., Nicole E., Kelly K., and Melanie- for all the amazing feedback on this learning experience! As a result of my review I found it important to provide students with tangible examples of the rugs which they would be making. I also recognized the benefit of modeling the checklist which was to be used with my post-assessment. By doing this, I could be sure students knew how to use the checklist appropriately.

Contact Information Sarah Berry