Grade: 3rd Title: Fraction Kites Author: Jennifer Langell and Taelor Webb Enduring Understanding:. Students will understand what fractions mean easier by creating their fraction kites and putting them on the number line based on the fraction of a certain color in their art. This will put a creative spin on how fractions work on a number line. Overview: Students will begin by looking at this picture and completing the Lines, Colors, and Shapes thinking routine: After this they will receive a piece of paper with a 10x10 grid on it. The students can color in the squares however they want. The only condition is they all have to have at least one color in common. The class will vote on what color they want to do. For example, if they chose blue, they would all have to color at least one square blue. After they finish coloring, students will cut out the grid and turn it so it looks like a diamond. They will glue/tape a piece of yarn onto the bottom to make it a fraction kite. Students will then come out in the hall where we will have a long sheet of paper laid out with a number line going from 0­1, with a few other fractions marked on it. Students will determine what fraction of the chosen color is on their kite (in this case, blue) and put it on the number line in the correct spot. By the end, students will have put all of the fraction kites on the number line in order from the smallest amount of the color to the largest. I have a few sets of fraction cards, so those who finish early can get into groups of 2­3 and play top­it. If we need an extra activity I have the book ​
Grapes of Math ​
that we can read and solve the problems in as a class. Objectives: SWBAT: ­
Understand fractions and where they belong on a number line. Content Standard(s): 3.NF. 1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. 3.NF.2 Understand a fraction as a number on the number line. Art Standard(s): VA: Cr2.3.3a Individually and collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Materials: Yarn Glue/tape Colored Pencils/Crayons Large paper Other Resources: ­
Fraction cards ­ Grapes of Math Vocabulary (Art and Content Area): Numerator Denominator Kite Number line FROM THE NATIONAL ARTS STANDARDS­­ Create: Students will create their fraction kites. Present: Students will present their kites to the class as they put them on the number line. Respond: Students will respond to their peers’ kites by deciding whether each kite has more or less of the chosen color (and therefore a bigger or smaller fraction) Connect: Students will connect the coloring of the squares with fractions. Assessment Strategies FORMATIVE: Students will be asked to share their fraction kites. SUMMATIVE: Students will be asked to write their fractions corresponding with colors represented on kites. Instructional Activities & Strategies ENGAGE: Students will be engaged with teacher’s example of a fraction kite, as well as the art. The art is intriguing and will get the students thinking about shapes and colors. The students also will stay focused better because they are making something as a class, and it is something that could be displayed. They tend to find things more important if they know people will see them, or if they know they’re contributing to something as a part of a whole. BUILD: Students will build their own fraction kite, and thus build on their knowledge of fractions. Not only can they determine what fraction of their kite is orange, green, or orange AND green, they can use the common color in order to determine whether that color takes up a bigger or smaller fraction of their kite than of their peers. There is so much the classroom teachers can continue to use these kites for after we have finished with our lesson. APPLY: Students will write fractions representing the colors used on their kites. They will have to apply prior knowledge of fractions, as well as build on that knowledge in order to complete this task. They will also have to apply their knowledge of number lines in order to add their kite to the classroom number line we’re making. REFLECT: Students will talk to classmates and teacher on their fraction kites for clear understanding. They will also have to look at their peers’ kites and determine the fraction of the common color used, asking themselves, “Is my fraction bigger or smaller?” In order to help them place their fraction kite in the right spot on the number line. What STUDIO HABITS of MIND will students use in meeting the content standard in the lesson? What STUDIO HABITS of MIND will students use in meeting the art standard in the lesson? Observe: Students will observe how the coloring of the grid paper relates to fractions. Engage & Persist: Coloring shouldn’t be a problem for these students. They will have a hard time finding where their kite goes on the number line. This will be a challenge that requires them to do their best and persevere. Reflect: Students will reflect on the fractions of Students will reflect on what colors they used, and how their colors. each color represents a fraction in real life. Stretch & Explore: Students will explore how fractions work on a number line, and what makes a fraction bigger or smaller. Students will explore using colors to symbolize and represent their fractions. Express: Develop Craft: Students will develop a better understanding of fractions and how to tell which fraction is bigger. Envision: Students may have to envision what fraction they want their common color to represent and figure out how to do that before starting. Students will have to envision what they want their fraction kite to look like before coloring it in. This will help them have the fractions they want. Understand Art (or other) World: