By the end of the lesson students should be able to answer: How can we use pattern blocks to understand fractions?
Grade: 5th
Concept: Using manipulatives to identify fractional parts of a whole.
Objectives: Students will apply the knowledge of basic math facts and arithmetic operations to real-life situations. They will also explore, formulate, and solve sequence-of-pattern problems involving selection and arrangement of objects or numerals.
Assessment: The teacher will review the worksheets completed as well as observe the students throughout the lesson as a way of assessing their learning.
Concrete and Pictorial Materials:
1. Pattern blocks
2. Overhead Projector
3. Overhead Pattern Blocks
4. Do-Now handout*
5. Challenging Problem handout*
6. Crayons
* Questions for handouts provided at end of lesson plan
Activities/Procedures:
1. The students will begin by completing their do now problems.
2. The teacher will go over the do now problems with the entire class.
3. The students will then get their pattern blocks to complete the challenging problem.
4. A review over the basic names of the geometric figures will occur. The students have had this information previously so they should know each of the figures.
5. The challenging problem will be read aloud to the class.
6. The students will do the first part of the challenging problem. They will attempt to do this part of the problem on their own, then they will observe the teacher as she constructs the model on the overhead, and finally they will check their model against the teachers. They are to write whether their model matched the teachers on the bottom of the challenging problem handout. After the class has seen the correct room model they are to color that into the pattern block grid on the challenging problem sheet.
7. The students will move on to the second part of the challenging problem. This section of the handout will take up the majority of the class period. The colored model from the previous activity is to be used for this section of the problem.
8. After it is found that the students are wrapping up their independent work on this problem, the whole class will come together to check their work. The teacher will ask for answers from the students. Questions will be asked of the students who give both correct and incorrect answers.
9. The students will then be asked to complete their reflection questions.
Questions To Help Students Think Throughout the Lesson:
1. How did you get that answer?
2. Can you show me how you got that answer?
3. What does the bottom number of a fraction represent?
4. What does the top number of a fraction represent?
5. How many triangles fit in one hexagon?
6. How many triangles fit in one rhombus?
Closure: Students will gather as a group to review the lesson and answer the aim questions as a means of reflection.
Do Now Handout Questions 1. Shade in ½ of this figure: (create a shape that can be easily divided in half for coloring)
2. Ms. Janet bought a box of candy bars for the whole class. If there are 28 people in the class, and only 14 candy bars, the candy bars must be split up into equal pieces. What fraction of a candy bar would one student get if all of the candy bars were divided equally among the 28 students?
3. One hexagon is made up of six triangles. One rhombus is made up of two triangles. How many rhombi will make up on hexagon? (3) What fraction of the hexagon is represented by one rhombus? ( 1/3 )
Challenging Problem Handout Questions
Follow the directions and construct a model with your pattern blocks.
1. Put the hexagon in the middle. This hexagon must have straight sides on the top and bottom.
2. Put a trapezoid above the hexagon. When you place your trapezoid above the hexagon, the sides of the hexagon and trapezoid should be the same length.
3. Put a trapezoid below the hexagon. When you place your trapezoid below the hexagon, the sides of the hexagon and trapezoid should be the same length.
4. Put two rhombi against the top left and right sides of the hexagon. These rhombi should be touching the left and right sides of the top trapezoid.
5. Place two other rhombi against the bottom left and right sides of the hexagon. These rhombi should also be touching the right and left sides of the bottom trapezoid.
6. Use four triangles to complete the shape. This shape should look like a big hexagon when you are finished.
7. Draw and Color the model that you have built.
8. Is your model the same as the teachers?
Challenging Problem Handout Questions Page 2
Use the model you have created to solve these questions about this situation:
My dad is trying to lay some tile in a room that is shaped like a hexagon. The room is four different colors right now: yellow, green, red and blue. He wants the floor to be completely green. The green tiles are all in the shape of triangles. My dad has some questions though. Help him figure out the answers to these questions.
1. Before my dad covers the floor with the new tile, what fraction of the room is yellow? Green? Blue? Red?
2. After my dad covers the floor with green tiles, how many of these new green tiles were used?
3. What fraction of this room does one green tile represent?
4. If my dad had decided to leave the center of the room yellow and wanted to surround the center with the green tiles, what fraction of the room would have been green then? Yellow?
5. If one green tile costs $2.00, how much money did my dad spend on all of the new green tile?
This worksheet is worded so that the model created in class represents the floor's description in the problem. If the pattern blocks do not follow the color pattern described here (green triangle, yellow hexagon, red trapezoid, blue rhombus) you will need to alter the wording of the problem www.patternblockfractionyahoo.com
No comments:
Post a Comment