Fractions
Grade 3
MATHEMATICAL LEARNING STRAND: Number
GOALS:
GENERAL OUTCOME: Develop
(content)
Number Sense
Students will learn how to differentiate
attributes and fractions by viewing the
origami pinwheels. SPECIFIC OUTCOME #: 13
Demonstrate an understanding of fractions
by:
(process) ● Explaining that a fraction represents
Students will learn how to explain the a part of a whole
common characteristics of a given set of ● Describing situations in which
fractions. fractions are used
● Comparing fractions of the same
whole that have like denominators.
ACHIEVEMENT INDICATORS:
● Describe everyday situations where
fractions are used.
● Cut or fold a whole into equal parts,
or draw a whole in equal parts;
demonstrate that the parts are equal;
and name the parts.
● Sort a given set of shaded regions
into those that represent equal parts
and those that do not, and explain
the sorting.
● Name and record the fraction
represented by the shaded and non-
shaded parts of a given region.
● Compare given fractions with the
same denominator, using models.
● Identify the numerator and
denominator for a given fraction.
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FOCUS MATHEMATICAL PROCESSES
● [C] Communication: students will have the chance to use communication throughout the
lesson to engage in exchange of ideas with table groups.
● [CN] Connection: students will be making connections with fractions and where they see
them in their day to day life.
● [ME] Mental Math: students will develop mental math fraction skills through the use of
everyday examples and visualization.
● [R] Reasoning: students will develop mathematical reasoning to construct different
strategies to solve math problems.
● [V] Visualization: students will develop visualization skills through the use of concrete
materials to assist with the processing of information, making connections, and solving
problems.
MATERIALS
● Poster Paper (different colours)
● Assessment Tool
● Worksheets
● Book: Pizza Counting
● Whiteboards
TEACHER ACTIVITIES STUDENT ACTIVITIES
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Introduction
● Start off after the introduction with a ● Listen to what the students are
prompt saying: “How would you saying.
describe a fraction?” ● Explain their understanding of
● Read the book, Pizza Counting fractions.
● After reading the story ask the ● Listen and Think about the
students about their observations observations they made during the
they made in the story: “Where story. Answer the teacher prompted
would you see fractions in your question and ask any questions they
everyday life?” Encouraging the may have thought of.
students to say different things than ● Draw fraction on whiteboard from
pizza. (measuring cups, pie, apples) assigned worksheet.
● Use a big pinwheel at the front of
the classroom. Ask Students: “What
do you notice/wonder about this ● Think about the mathematical
pinwheel? Example: Why are the description making connections to
squares divided differently?” mathematical concepts
[15 min] ● Ask necessary questions
Development
● When the the pinwheel is folded and ● Observe the pinwheel on the board
in its first shape (As per the activity)
with the solid squares showing...The
teacher will ask: “What fraction of
the pinwheel is blue?” ”What
fraction is yellow?” “What fraction
is red?”
● Observation/Listen to problem ● Share what portion of the fraction
solving: While students are thinking is blue, what portion is red, and
about each of these questions, ask what portion is yellow.
them to explain how they got their
answer. What processes are the
students using to make fractions?
● After folding the flaps counter
clockwise (as per the activity)…
The teacher will ask the students:
“What fraction is blue?” “What
fraction is red?” “What fraction is
yellow?”
● After folding the flaps clockwise
(As per the activity)...The teacher ● Explain how they got their
will ask the students: “What fraction answers, how they found their
different fractions.
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is blue?” “What fraction is red?”
“What fraction is yellow?”
● The teacher will ask the students:
“Can you find a configuration where
½ is blue, ⅜ is red, ⅛ is yellow?”
● Observation/Listen to connection:
How many different approaches
were there? Are the students
connecting each others approaches?
[25 min]
Follow-Up (Formative)
● After completing the lesson, here are
some follow up questions to lead
into the next lesson: “What do you
wonder?” How many folds does it
take to make the pinwheel? How
many different problems can you
make? Is it possible to make a
bigger model with more
combinations?
● Observation/ Listening to their ● Share what they learned that day,
findings: how they learned their fractions,
What were some of the different
findings in this activity, different
ways of getting their answers, how
did they explain their findings?
● Reflection with Exit Slips ● Reflect on which points of the
Provide students with exit slips, lessons stood out to them as
asking them to identify how they are difficult
understanding fractions.
Example:
Students will identify what they
found the most confusing or
problematic point in the lesson.
Then having a follow up lesson to
improve the students understanding
in their muddiest areas.
[15 min]
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ASSESSMENT
● The teacher will take in the exit slips at the end of class to see students self-assessment of
their understandings of fractions. This gives the teacher opportunity to see where the
class may be struggling with some concepts and where they can start the review next
class.
● The Muddiest Point is an informal assessment strategy used to help the teacher identify a
lesson's most confusing points. Students are asked to write down the most confusing or
problematic concept from the lesson. The teacher, in turn, collects the "muddiest points"
from the students and then addresses these issues more completely during a follow-up
lesson to improve students' understanding (Moersch, p. 4).
REFLECTION ON LESSON (write 1 paragraph after completing the exemplar)
After working through the development portion of the fraction lesson for the first time, I
noticed a few things that students might get stuck on. If the students had there individual
pinwheels it might get confusing on which way the folds need to go in order to see the fraction
that the teacher is talking about. As a group, we decided that it would be best to have a giant
model to have at the front of the class instead of individual pinwheels because it would be less
confusing for the students to follow along. A possible alteration of this lesson might involve the
exit slip having a blank pinwheel key printed on the back side, and students fill in the sections
with their choice of three colours for homework. Now the exit slip is an entrance slip and a
connection formed to the next lesson.
Rationale: Lesson #1
Molly Moar
Fractions can be made both easier and more difficult to understand by the wide variety of
applications they can be useful for. That is, fractions can be represented in many ways: parts of a
whole, or whole units that are part of a total amount of similar units; fractions can be mixed with
whole numbers or expressed as ‘improper’ and they can be equivocated by a ratio, a percentage,
or numerically (as in numbers with decimals). That is why the lesson needed to begin with a
broad discussion of what exactly defines a fraction; so that, before learning how to use them,
students understand what makes fractions different- and the same- as other mathematical
representations of the same number. The next step in the lesson was to demonstrate how
fractions can be observed in many day to day scenarios, and why they are valuable to learn
about. Student can become incentivized to be more active in their learning if they realize that this
knowledge of equal portions can protect them from being shorted in an exchange or the sharing
of goods/belongings. The manipulatable that this lesson integrally works around is itself an
example of the usefulness of fractions, even if only to better understand paper-folding
instructions. Skemp’s relational model for understanding different representations of this concept
was comprehensive to this lesson because a picture-based manipulatable was used to show
connections to the spoken and written forms of a fraction (Van De Walle et al., 2011). By
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providing “visual supports” this lesson hopefully keeps the class engaged and learning, having a
high level of variability enriches the usefulness of the manipulatable key because it is easy to
find unique combinations when a different degree of challenge is needed for particular students
(Van De Walle et al., 2011). It also encourages children to wonder how so many variations can
be possible and why the squares are coloured and divided in such a way. Working with that
curiosity is how we aimed to give students some control over their own learning and also to
motivate them to want to create their own pinwheel in the following lesson. This first lesson was
more heavily rooted in communicating the connections between different representations of
values, and the reasoning behind those connections. There is less emphasis on real world
problem-solving because the concept is fresh and the students need a developed understanding
before moving on to applying it to theoretical situations or else they might become frustrated or
not comprehend how the concept even can be applied to a problem. In other words, this lesson is
designed to encourage a positive disposition towards learning fractional mathematics (Van De
Walle et al., 2011). Exit slips also suit this type of ‘introduction-to-a-concept’ lesson plan, as it
requires that students reflect on their learning to the extent that they can articulate their
understanding and thus allow a very straight-forward assessment of that students basic,
definitional knowledge. The “Muddiest Point” technique creates a good opportunity for students
to communicate any confusion they might still harbor. Also the teacher can reflect on the class’
mathematical communication skills as well as track any recurring issues with the concept. The
overall goal of this lesson was to engage in rich relational activities, primarily by discussion of
visual and manipulatable tools that would lead students to have strong foundational knowledge
of concepts relating to fractions in math.
STUDENT THINKING EXAMPLE
Introduction:
“How would you describe a fraction?”
The top number (numerator) describes how many parts we have. The bottom number
(denominator) describes the equal parts that it is divided into.
“Where would you see fractions in your everyday life?”
Cooking. Food. Serving size. Shopping. Money. Reading.
Before attempting the activity I notice….
There are three different colours. The pinwheel base is made up of squars that are
divided differently. There is a large white square in the middle. There is a pattern.
Starting at a corner of the pinwheel base and going around clockwise the pattern is, a
solid square, a square in halves, a square in quarters, a solid square, a square in halves, a
square in quarters.
I wonder….
Why are the squares divided differently? To represent different denominators.
When the the pinwheel is folded and in its first shape with the solid squares showing.
Development:
“What fraction is blue?”
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There is four whole squares and one of them is blue. So, one out of four squares is blue.
¼. One fourth. I also noticed that the blue takes up one quarter of the square.
“What fraction is red?”
There is four whole squares and two of them are red. So two out of four squares are red.
2/4. Two fourths. I also noticed that the red takes up one half of the square which could
be written like this 1/2.
“What fraction is yellow?”
I noticed that one of the four whole squares is yellow. One out of the four squares are
yellow which could be written like this ¼ and said either one fourth or one quarter.
After folding the flaps counter clockwise, “What fraction is red?”
I noticed the four squares are divided into halves so that makes eight pieces. And two of
the eight pieces are red so it would be two eighths or written as 2/8. I also noticed that
two pieces make up one quarter or one fourth of the square, which could be written as
1/4.
After folding the flaps clockwise, “What fraction is red?”
I noticed that the four squares are divided into quarters so that makes sixteen pieces.
Three out of the sixteen pieces are red. Three sixteenths or written as 3/16. There is no
simpler fraction for 3/16 because there is no whole number that can be used to divide
both numbers that will result in a whole number.
“What fraction is yellow?”
Again we established that there is sixteen pieces. So if we count the yellow pieces it
would be five out of the sixteen pieces. So five sixteenths or written as 5/16. There is no
simpler fraction for 5/16 because there is no whole number that can be used to divide
both numbers that will result in a whole number.
“What fraction is blue?”
I knew there was 16 pieces. I counted the blue pieces and eight out of the sixteen pieces
are blue. In other words, eight sixteenths, or written like 8/16. I also noticed that eight
pieces are exactly half of the square so it can also be called one half or written like ½.
Follow Up:
“What was the “muddiest” point of fraction pinwheel for you? Why?”
I found the fractions to become “muddy” once we started getting into the smaller
fractions because we could have a fraction like 5/10 but that fraction would be the same
as ½, so why don’t we just write it as ½ in the first place?
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Fractions In Making Origami Pinwheels
Grade 3
MATHEMATICAL LEARNING STRAND: Number
GOALS:
GENERAL OUTCOME: Develop
(content)
Students will learn how to identify and Number Sense
differentiate different attributes of fractions
using pinwheels and technology. SPECIFIC OUTCOME #: 13
● Demonstrate an understanding of
fractions by:
● Explaining that a fraction represents
(process) a part of a whole
Students will learn how to demonstrate and ● Describing situations in which
identify the characteristics of fractions that fractions are used
they create. ● Comparing fractions of the same
whole that have like denominators.
ACHIEVEMENT INDICATORS:
● Identify common characteristics of
a given set of fractions.
● Cut or fold a whole into equal parts,
or draw a whole in equal parts;
demonstrate that the parts are equal;
and name the parts.
● Represent a given fraction
concretely or pictorially.
● Name and record the fraction
represented by the shaded and non-
shaded parts of a given region.
● Compare given fractions with the
same denominator, using models.
● Identify the numerator and
denominator for a given fraction.
● Model and explain the meaning of
numerator and denominator.
8
FOCUS MATHEMATICAL PROCESSES
● [C] Communication: students will have the chance to use communication throughout the
lesson to engage in exchange of ideas with table groups.
● [CN] Connection: students will be making connections with fractions and where they see
them in their day to day life.
● [ME] Mental Math: students will develop mental math fraction skills through the use of
everyday examples and visualization.
● [R] Reasoning: students will develop mathematical reasoning to construct different
strategies to solve math problems.
● [V] Visualization: students will develop visualization skills through the use of concrete
materials to assist with their processing of information, making connections, and solving
problems.
MATERIALS
● Paper
● Markers/pencil crayons
● Scissors
● iPads
● Question sheet
TEACHER ACTIVITIES STUDENT ACTIVITIES
Introduction
● Start off lesson with main points that ● Listen to the clarification about the
were identified as difficult from muddiest points from yesterday's
previous days lesson. Get to students lesson
to participate, ask them questions
that prompt them to think about their
confusion.
Observing students response and
checking for understanding before
moving on with today's activity
● Have a review of the pinwheels by ● Review the lesson from yesterday
taking some of the question you before moving onto the next lesson
asked the students in yesterday's for the day
lesson to refresh their memories.
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Using the larger pinwheel in front of
the class.
[10 min]
Development
● Start activity with each student ● Listen to the instructions for how to
having their own pinwheel base. make your own pinwheel
● Start by having the giant pinwheel ● Watch and Follow the instructions
unfolded on the board. Get the at the front of the class
students to color in the Ask the
students, “how will we will fold the
paper into ½?” Get a student to
come to the front and show on the
big model how they would fold it.
“How do we know that is ½?”
● Ask another student to help demo ● Do the fold when you are instructed
the next fraction. The next fold will by your teacher to make sure your
be a hamburger fold. “What fraction pinwheel turns out correct
do we have now?” “How do you
know that it is ¼?”
● The next fold will be a hotdog fold.
Ask another student to help demo
with the big pinwheel. “What
fraction is this? How do you know it
is ⅛?”
● The next fold will be a hamburger
fold. “What fraction is this? How do
you know that it is 1/16?”
● Now unfold the paper. Take each
corner and fold it into the middle.
Demo with the big pinwheel. “What
fraction is this? How do you know
that it is ¼?”
● I will demo how to collapse the
pinwheel model. If students need
help with this step the teacher can
assist.
[25 min]
10
Follow-Up (summative, taken from
textbook) ● Listen for instructions to finish up
● Students will be given an iPad and their pinwheel activity
placed into groups of two with a set
of questions to work on
● Students will be asked to use the
iPad and demonstrate their own
combination and say what each
fraction they have, and why it is
right..
● You will prompt them with a
● Explore the different question you
combination of fractions and they
are given
will also create their own ● Answer the different questions
combinations using the the iPads
“ Can you show how you would
display ¼ on your pinwheel?”
“Can you find a configuration where
½ is blue, ⅜ is red, ⅛ is yellow?”
“Can you create your own fraction
combination and describe the
strategy you used?”
“How do you think your
understanding on fractions had
improved over the past two days?”
“ I wonder.. How many different
problems can you make? Is it
possible to make a bigger model that
would make more combinations?”
During this part of the lesson the
teacher will walking around
observing the student learning.
[20 min]
ASSESSMENT
● The teacher will review the iPad recordings student pairs made about the fractions they
made. The students will be given 5 questions that they are going to answer to show their
understanding for fractions. This is a chance for the teacher to check for understanding to
make sure the students are meeting the achievement indicators for fractions. This could
be marked holistically out of 5. A rubric would be established to evaluate the quality of
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the representations selected. The teacher would provide 1-2 sentences of feedback for the
students.
REFLECTION ON LESSON (write 1 paragraph after completing the exemplar)
After working through the developmental phase of the Fractions in Origami Pinwheels I found
that there might be some possible confusing at the start with folding cues. This stood out to me
because when instructing younger students how to fold their papers you are using the cues
hotdog and hamburger. In this case the paper is all the same size so folding it like a hot dog or
hamburger would not make sense. It was difficult because these terms are artibirary to kids when
they are folding paper (Hewitt, 1999). We decided that we could still use the cues that kids have
grown up using by having a student come to the front of the class and demonstrate on the large
pinwheel on the board. We found that it would be beneficial to the students to have that example
on the board because having the visualization aspect to lost of students is helpful in their learning
process.
STUDENT THINKING EXAMPLE
Introduction:
Review fraction pinwheel and share what I remember from the last lesson about fractions.
Development:
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“How will we will fold the paper into ½?”
You will fold the paper in half by making it like a hot-dog. Each of the sides are touching
once.
“How do we know that is ½?”
If you unfold the paper you will see one line separating the page into two sides. When we
fold the paper we only see one part of the two sides giving us the fraction ½.
“What fraction do we have now?” “How do you know that it is ¼?”
If you unfold the paper you will see two lines that separate the paper into four quadrants.
When the paper is folded to this step, we only see one out of the four quadrants giving us
the fraction ¼.
“What fraction is this? How do you know it is ⅛?”
If you unfold the paper you will see four lines that separate the paper into eight
quadrants. When the paper is folded up to this step, we only see one quadrant out of the
eight which gives us the fraction ⅛.
The next fold will be a hamburger fold. “What fraction is this? How do you know that it is
1/16?”
If you unfold the page you will see you will see eight lines that separate the page into 16
quadrants. When the paper is folded up to this step, we only see one quadrant out of the
sixteen which gives us the fraction 1/16.
Now unfold the paper. Take each corner and fold it into the middle. Demo with the big pinwheel.
“What fraction is this? How do you know that it is ¼?”
Looking at the paper fold like this, we should see a square split into four equal triangles.
That makes each triangle a fraction of ¼.
Follow Up:
Make an iPad video answering the questions about my fraction pinwheel.
“ Can you show how you would display ¼ on your pinwheel?”
One of the squares on the pinwheel is split into four triangles and by colouring in one
triangle different from the other three could represent ¼ but it could also represent ¾.
Also, when the pinwheel is fully collapsed, it is composed of four squares. If each one is
a different colour, each square would represent ¼.
“Can you find a configuration where ½ is blue, ⅜ is red, ⅛ is yellow?”
Yes. (Would be better shown in the iPad recording)
“Can you create your own fraction combination and describe the strategy you used?”
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This combination is ⅞ yellow and ⅛ red. I chose this combination because I was trying to
see what is the combination that is the most yellow. I see that the yellow is ⅞ because if
you divide all the squares into halves it makes 8 halves, and 7 of them are yellow and 1 of
them is red. However, I also see that if you drew an X through all of the squares to make
them quarters there would be 16 and 14 of them would be yellow and 2 of them would be
red.
“How do you think your understanding on fractions had improved over the past two days?”
I think my understanding of fractions have improved over the past two days because the
visualization of the fractions on the pinwheel was extremely helpful to see how big or
how small a fraction really is and how they can relate to other fractions as well.
“ I wonder.. How many different problems can you make? Is it possible to make a bigger model
that would make more combinations?”
I was able to make 7 different problems. I think if we had a bigger model with more folds
that would make more fractions on the pinwheel and we would be able to make more
combinations or different sizes of fractions.
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References
15
Alberta Education. (2016) Alberta K-9 mathematics achievement indicators. Retrieved
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https://education.alberta.ca/media/3115247/2016_k_to_9_math_ach_ind.pdf
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Dobson, C., & Holmes, M. (2003). Pizza counting. Watertown, MA: Charlesbridge.
Moersch, C. (2008). Informal assessment strategies: A-z for the math classroom. Retrieved from
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pdf
Hewitt, D. (1999). Arbitrary and necessary part 1: A way of viewing the mathematics
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