Frazzled Over Fractions?
3rd grade Introduction to Fractions
Fraction Time Poem
The parts that are shaded equals the top
The total parts are on the bottom, now stop!
½ of the Pie
Oh, me-oh- my!
2/3 of the jar
will go how far?
4/4, now that’s the whole
put them all together you’re on a roll!
Fractions are fantastically fun
Ready, set go, Now let’s get them done!
Rap about It
Your Turn #1:
Create your own Rap about Fractions
Fraction Shuffle is the dance.
Math will never be the same.
Numerator up high
Denominator down low
*Listen to the Fraction shuffle on YouTube below.
Your Turn #2: Acting out a story about fractions. See pages 13 and 14 using the link below.
*Then scroll down and look for comics.
Your Turn #3: Make your own Comic!
-Make your own comic strip about Fractions. Write a comic and add illustrations to your comic. Use the link below to help you write a comic strip.
Numerator and Denominator
Use the picture and the words to help you figure out the fraction.
I will eat one-sixth of this pizza.
Look at the slice that is pulled further from the circular pizza.
One-fourth of the circle is shaded.
Look at the red shading in this circle.
Brianne Kozain Duell
Frazzled over Fractions by Brianne Kozain Duell
Sound Cloud (above)
Fraction Shuffle & motions
It is really important to remember that learning and development follow a specific sequence according to naeyc.org. Students learn and develop appropriately after interacting with others while maturing and experiencing new things. Researchers have proven that early experiences have wonderful effects on development and learning. It is easiest for children to develop when they have healthy and secure relationships. Children learn in numerous ways and playtime is a crucial way in which they learn. Sometimes it can be helpful to challenge students because children can advance when they are challenged. It is crucial for teachers and future teachers to consider developmental appropriateness because children's experiences can shape and motivate their learning.
John Dewey's philosophy of learning and teaching relates children's experiences to the world because they have meaning and the content from the world stems from key concepts in mathematics (Seefeldt3) Experiences during math instruction also should include children in social settings with others so they can learn skills and attitudes in society. The authors of Active Experiences In Early Mathematics notes the importance of continuity of learning. Finally, the authors note the importance of reflection time.
Jean Piaget proposed that adults and children think differently. He notes the importance of gaining information through experiencing the world. Bandura thought individuals could acquire new social behaviors from observing others.
Specifics of Teaching & other grades
Specifics of teaching fractions at an introductory level in 3rd grade:
1. Use visuals to show students different fractions. You can use a folded piece of paper or food to teach students.
2. Teach students basic fractions like 1/2, 1/4, 3/4 and one whole.
3. Do not get too complex when first introducing students to fractions.
In the upper levels of elementary and middle school students learn to add, subtract, multiply, and divide fractions. Students learn decimals, percentages, mixed numbers, develop models and regions with fractions, convert between decimals and fractions, compare fractions and decimals, and locate fractions and decimals on number lines. Students also learn how to do fraction word problems.
Read about Fractions & Chocolate
This book is about history, chocolate, and fractions.
Read all about fractions and pizza
This book is about fractions, counting and pizza. YUMMY!
Whole-y cow fractions are fun!
This book is about fractions and shows how much fun they are.
M03.A-F.1.1.1: Demonstrate that when a whole or set is partitioned into y equal parts, the fraction 1/y represents 1 part of the whole and/or the fraction x/y represents x equal parts of the whole (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers less than the denominator; and no simplification necessary).
M03.A-F.1.1.2: Represent fractions on a number line (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers less than the denominator; and no simplification necessary).
M03.A-F.1.1.3: Recognize and generate simple equivalent fractions (limit the denominators to 1, 2, 3, 4, 6, and 8 and limit numerators to whole numbers less than the denominator). Example 1: 1/2 = 2/4 Example 2: 4/6 = 2/3
M03.A-F.1.1.4: Express whole numbers as fractions, and/or generate fractions that are equivalent to whole numbers (limit denominators to 1, 2, 3, 4, 6, and 8). Example 1: Express 3 in the form 3 = 3/1. Example 2: Recognize that 6/1 = 6.
M03.A-F.1.1.5: Compare two fractions with the same denominator (limit denominators to 1, 2, 3, 4, 6, and 8), using the symbols >, =, or <, and/or justify the conclusions.