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Brittany Eastham

20SP - Math 157- 001- Math for Elementary Teachers I

Teresa Isom
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Summarize the article

Fractions have proven to be a topic that many students fail to understand. This could be due

to the lack of understanding the role of the numerator and denominator, the introduction of

symbolization and operations and/or the overgeneralization of whole-number thinking. The

increased emphasis on fractions described in the Common Core State Standards for Mathematics

results in a greater need to address the challenges children face in developing fraction

understanding. Although the misapplication of whole-number thinking can be a challenge,

connecting early fraction work to ways of working with whole numbers can also support

children's understanding. Van de Walle and his colleagues suggested that educators find ways to

show how fractions and whole numbers are alike and different. They share an activity that uses

whole number counting concepts to help third graders organize their thinking about fraction

notation. This allows students to experience fraction notation before the formal introduction of

the terms "numerator" and "denominator." This brings students to learn two things. First, the

numerator provides the count. Second, the denominator tells what fractional part is being

counted. Thus, the notation becomes: how many and what?

The paper plate fractions assignment allows students to learn visually. The use of

different colored paper plates, cut into different measurements, makes it a physical way a student

can put together different parts to make a whole. For example, one pink plate (1/2), one red plate

(1/4) and two blue plates (1/8) makes one whole plate. Because most students have prior

knowledge on how to partition a circle into equal parts, it is vital to start the lesson by

partitioning the paper plates. The colored parts are placed in groups matching their color. For

example, we place 4 pink colored plate parts in one group. The students then count the parts and

will realize that there are 4 parts. By placing these together, the student is able to see that we
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made two whole plates by using 4 parts; 4/2. Having the students call out what they are counting,

will connect numbers to fractions. (One half, two halves, three halves and four halves)

Common Core Standards Associated with this Lesson

CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b

equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their

size.

CCSS.MATH.CONTENT.4.NF.B.3

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

The idea of using paper plates allows all Common Core Standards to be met. In NF.A1, we can

use parts of the plates to see how one whole plate is made up of b equal parts. The physical

representation allows for a student to put together the parts of the plate to create a whole.

Standard NF.A3, students will be able to identify if two fractions are equal by comparing the

sizes of the paper plate parts. As part of this standard, students need to be able to recognize

equivalent fractions and equivalent fractions as a whole. The paper plate parts, again, are the key

to this standard. By placing the pieces together, they can see exactly how many pieces are needed

to make a whole. By placing two different colored pieces on top of one another, students will be

able to recognize what pieces are the same size, or equal.

In the standard, NF.B3, this paper plate model will allow for students to solve addition and

subtraction of fractions with like denominators. Using the model they can identify which parts

are equivalent with others and add accordingly. Students will also be able to do the same with

mixed numbers by replacing with an equivalent fraction. Finally, for this standard, they will be

able to solve word problems. Using this visual fraction model, they will be able to look back on

the same whole. (the whole plate)

Implementing in my Classroom

The idea of teaching fractions, or math in general, to elementary students excites me

because I love the idea of implementing fun and interactive lessons as a way to keep the students

interested. Math for anybody tends to become difficult once it is just a pencil, paper and a

lecture. This article brought me the idea of a fun and creative way to physically show students

how fractions work and how to work with them when adding, subtracting, etc. I would use this

lesson in my own classroom because it is easy to understand. Visuals allow the students to think

through problems and that is important to me as a future teacher.

Works Cited

Grade 3 " Number & Operations-Fractions¹. (2020). Retrieved March 30, 2020, from

http://www.corestandards.org/Math/Content/3/NF/

Grade 4 " Number & Operations-Fractions¹. (2020). Retrieved March 30, 2020, from

http://www.corestandards.org/Math/Content/4/NF/

McCoy, A., Barnett, J., & Stine, T. (2016). Paper Plate Fractions: The Counting Connection

(No.4, Vol. 23). www.nctm.org