Mixed Numbers: A Math Lesson Plan

Name: Kelly Gibbons

Date: 11/8/2010

Grade Level/Subject: 5/Math

Prerequisite Knowledge: Students must have knowledge of how to use a ruler and read the
measurements on the ruler. Students must have some previous work with fractional parts of a whole
and working with pattern block shapes. Students must have experience with writing fractions and
recognizing improper and mixed fractions.

Approximate Time: 40-50 minutes

Conceptual Goal: Students will learn to identify and name fractions of a specified whole region.

Student Behavioral Objectives/Student Outcomes:

 Students will demonstrate understanding that a fraction is part of a region
 Students will identify fraction relationships among pattern blocks
 Students will recognize and name mixed numbers
 Students will convert between mixed numbers and common fractions
 Students will calculate different fraction amounts using pattern blocks and prediction skills

Language Objectives:
 Students will be able to orally name fractions
 Students to read fractions in written form
 Students will be able to name and recognize the shape/words: rhombus, triangle, trapezoid,
hexagon, fraction and whole

Common Core Standards:

Number and Operations: Use equivalent fractions as a strategy to add and subtract fractions.
% 1. Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an equivalent
sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 +
15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
2. Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem. Use benchmark fractions and number sense of fractions
to estimate mentally and assess the reasonableness of answers. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

PSSM Standards:
Number & Operations 3-5
1. Develop understanding of fractions as parts of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers.
2. Recognize and generate equivalent forms of commonly used fractions, decimals, and
percents.
 3. Use models, benchmarks, and equivalent forms to judge the size of fractions.

WIDA Standards:
The Language of Mathematics (Level 3 Developing)
1. Identify icons or pictures of real life objects with two attributes that belong to a
group as modeled
2. Make or reproduce numerals with various materials to correspond to matched
sets of pictures

Materials/Resources/Technology:
1. 13 pattern blocks ( 2 yellow hexagons, 2 red trapezoids, 3 blue rhombuses, 6 green triangles)
(1 set for each student)
2. White board
3. Writing Utensil (1 for each student)

Implementation:

20-25 minutes BEFORE:

The teacher should pass out the pattern block sets to each child. The teacher
should explain to the class that the pattern blocks are going to be representative
of different fractions and whole pieces. Class, I have passed out a set of pattern
blocks to you as we start to explore fractions. Fractions are parts of whole
region. Today our learning goal is to be able to identify and name different fractions
based on which shape the whole is. You are going to use these
pattern blocks to model fractions, or different parts of a whole. Let’s go through the
things we have in front of us before we begin our math work for the day. The
teacher should hold up each pattern block in front of the students stating the name
and color of each piece. For example, This is the red trapezoid, this is the yellow
hexagon, etc. This will help the ELL students to get a visual of the shapes and learn
the piece names by color and shape. The teacher should lift each piece and he or she
talks about it, so that the student is constantly in sync with the pieces they are
supposed to be working with. This will provide comprehensible imput for the ELL
student.

The teacher should hold up the trapezoid and rhombus and pose the
following question: If a trapezoid is worth ½, what is the rhombus worth? The
teacher should give children 2 minutes to work on solving this problem. The
teacher should then call on students to state their answer and justify why they
chose that answer. The teacher should then introduce the concept of the
“whole.” The teacher should say: Most students were able to find how much the
rhombus was worth because they figured out what the whole was. A whole means
1—or the entire thing. It means an entire pizza, an entire class, etc. Knowing what
the whole is, is a very important part of thinking about a fraction. Let’s think about
this, if you have a whole small pizza and a whole extra large pizza how would
these wholes look different from each other? Which would have bigger pieces?
The teacher should let the children try and come up with models to answer
these questions. After the students have had a chance to discuss, the teacher
should call on students to model or draw an example of their thought process
on the board. The teacher will have the class give constructive feedback on
the student’s thought process to ensure that his or her answer makes sense.

The teacher should then pose these problems for the class to work through at
their tables, with their pattern blocks. If a triangle is 1/3, what is the whole? If a
 rhombus is 1/3 what is the whole? If a triangle is ½, what is the whole?
The teacher should allow group discussion to take place during this time and
have the children explain their math reasons to their partner. (ELL students
should be encouraged to speak in the L1 if that is what is best for them. They
should also be matched at a table or with a partner that is a middle ability
native speaker and then a child that knows their L1.)

The teacher will then announce to the students that the hexagon is going to be
the whole for the next activity. The teacher should hold up the hexagon shape
and remind the students that a whole means 1 or the entire thing.
The teacher should then go through and establish the pattern block value for
each of the shapes, if the hexagon is the whole. The teacher should write the
fraction values that the students come up with on the board, for later reference
for the students. The teacher should point out to the children that a fraction
always has a top and bottom number. The teacher should have the students,
(based on the way she has written the fractions on the board) tell what the top
and bottom numbers signify. The teacher should then display 8 rhombuses to s
how 8, 1/3’s. I want you to work with your table to find as many ways as you can
to model this problem using the pattern blocks. Right now, we have 8 rhombuses,
but can you use other shapes to show the same amount? Can you trade in some of
the rhombuses for wholes, or hexagons? Can you trade them in for halves, or
trapezoids? The teacher should walk around and watch the students model this
and help guide the students if they are not understanding how to use the other
pattern blocks. After the students have finished this, the teacher should call
on students to share what the have come up with. Based on their answers, the
teacher is going to introduce the following terms: improper fractions and mixed
fraction. An example of a students response may be two hexagons and 2
rhombuses. Great work! Can you tell me how you name the two hexagons and
rhombuses? We know that each hexagon is a whole and the rhombus is 1/3. (wait
for response) Yes, you are right. That is two and 2/3. You just gave me an answer
that is a mixed number. Does anyone know what a mixed number is?
The teacher should follow this same process for improper fractions.

The teacher should show 2 hexagons and 5 triangles to represent 2 and 5/6. The
teacher should ask the students to show this in fraction form. Alright. I want
you to look at this problem. I have 2 hexagons and 5 triangles. I want you to
tell me in two different fraction forms what I am holding my hand. What are two
different fraction names for this group of objects? The children
should be able to see that mixed fractions and improper fractions of the same
group will equal the same amount. So class, we have had two really good answers
someone said 2 and 5/6, which we know, is a mixed fraction. Another person told
me that we have 17/6. In both answers, are we talking about the same group of
objects? Yes. We are. Then we must know that 2 and 5/6 and 17/6 are equal, or
equivalent, fractions. Good work!

20 minutes DURING:
The teacher should inform the students that they are now going to be given
a set of problems that are posted on the board. For each set of problems, they are
to determine the whole and the value of each shape. Boys and girls, I am going to
post 5 different problems on the board. Each of the problems has a different clue.
I want you, in your math tables, to find the whole and the fraction value of each of
the shapes based on a given clue. For example, the clue could be: the trapezoid is
worth one 1/2. I would use that clue to help me find the value of the hexagon,
rhombus and triangle. You can solve these problems like we did before. Try and
figure out how many of the different shapes fit into the whole. We all must work
together in our math groups to solve the problems. The person whose birthday
is the closest to today will be the recorder. I want you to write down your answers
for each problem on a piece of notebook paper. We will talk about our answers
when everyone is done. Group work means that we are to use soft, quiet voices and
only talk about math. For these directions, the teacher should hold up the shapes
when she refers to them and put her finger over her lips to signal that she is
talking about being quiet and hold up a pencil when she is talking about
recording. This helps put visual cues with the directions so that ELL students
can follow along.

Problems that should be posed to the students are as follows:

1. The triangle is worth ¼.
2. The trapezoid is worth a whole or 1.
3. A rhombus is worth 1/3.
4. A triangle is worth ½.
5. A hexagon is worth 1.

The teacher should circulate and be of aid when the students have questions or
concerns. The teacher should help the children to think about how many of a
specific shape can come together to make a whole, if they are struggling with
the various fraction values.

Here are some questions that a teacher can ask to help guide students through each
problem (numbers go along with above problem number):
1. First let us think about how we can make other shapes from triangles. How
can you put triangles together to form a hexagon? Okay good, well if a
triangle is ¼, then how much is this hexagon worth (if helpful, point to each
triangle and count to 6/4). Okay, how can we put triangles together to make a
trapezoid? Good, if a triangle is ¼, then how much is a trapezoid worth
(if helpful, point to each triangle and count to 3/4). How can you put triangles
together to form a rhombus? Good, if a triangle is worth ¼, then what is a
rhombus worth? (if helpful, point to each triangle and count to 2/4).
2. We know that a trapezoid is the whole thing. What does it mean if something
is the whole? Yes, that means it is worth one. So if this trapezoid is the
whole thing? What would this triangle be worth? How many triangles
can fit into a trapezoid? (if helpful have the student place the triangles over
the trapezoid to see how many fit) You’re right, 3 fit into the trapezoid. So
if a triangle is 1 of 3 pieces, what is the fraction? Yes, 1/3. Okay, so how
many rhombuses can fit into a trapezoid? (if helpful have the student place
the rhombus over the trapezoid to see how many fit.) You’re right, one whole
rhombus fits into the trapezoid, but we cannot fit another one. Okay, so let’s
think about this, we know that one rhombus fit into here, but what fraction
of the trapezoid is that? Is there another shape that can help us figure it out?
any shape that is smaller than the rhombus? Yes, a triangle. How many
triangles go into a rhombus? (if helpful have the student lay the triangle
pieces over the rhombus) Yes, 2 triangles fit into a rhombus. And we said
a triangle is 1/3 of this whole, so what is a rhombus? You’re right, 2/3.
Okay we have the hexagon left. Is the hexagon going to more or less than the
whole?(move the pieces right next to each other so the student can see the
hexagon is bigger than the trapezoid) Yes, bigger. So how many of our wholes
can fit into a hexagon? (if helpful have the student put the trapezoid pieces
on top of the hexagon) Yes, fit into. A trapezoid is 1 one, so a hexagon is
worth what?(if helpful count the trapezoid aloud with the student to get to 2)
3. Okay, so how many 1/3’s have to go together to make a whole? Yes, 3. Let’s
 put 3 rhombuses together. What shape does that make? A hexagon, you’re
right! So if a hexagon is 3 1/3’s how much is that? Yes, a hexagon is 1. Okay,
so let’s try to figure out what a triangle is worth. Let’s start with our whole,
because that is what will be easiest. We have the hexagon as our whole, how
many triangles fit into a hexagon? (if helpful, help the child lay triangles on
top of the hexagon to see how many fit)Yes, 6 fit. So a triangle is 1 of the
6 pieces that are needed, it is what fraction? 1/6, good. What is a trapezoid
if our hexagon is the whole? How many trapezoids fit into the hexagon? (if
helpful, help the child lay trapezoids on the top of the hexagon to see how
many fit) Yes, 2 fit into the hexagon. So a trapezoid is 1 of 2 pieces, it is ½.
4. Let’s think about what we know. We know that a triangle is ½, so how many
triangles do we need to make a whole? You’re right, 2. So what shape is our
whole then? What is the shape that is made when 2 triangles are put together?
A rhombus, so a rhombus is two ½’s or what fraction? Yes, 1 whole. If
a rhombus is 1 whole, what is this trapezoid? (if helpful, guide the student
to lay the trapezoids by the rhombus) Is it going to bigger or less than the
whole? Yes, you are right. It will be more. So how many rhombuses can fit
into the trapezoid? (if helpful, guide the student to lay the trapezoids by the
rhombus) Yes, 1 and ½ of a rhombus can fit into there. How about a hexagon?
How many rhombuses can fit into a hexagon? (if helpful, guide the student
to lay the rhombuses on the hexagon) Yes, 3 rhombuses fit into a hexagon.
If a rhombus is 1 whole and three rhombuses fit into this hexagon, how much
Is this hexagon worth? Yes, 3 wholes.
5. Okay, let’s look at the hexagon. We know that it is worth 1 whole. If the
hexagon is worth one whole one, how much is the trapezoid worth? (if it
helps encourage the student to lay the trapezoids over the hexagon) Yes, a
trapezoid equals ½ because it takes up ½ of the hexagon shape. What is a
rhombus worth then, if the hexagon is one whole? (if it helps, encourage the
student to take the rhombus pieces any lay them on top of the hexagon) Yes,
a rhombus is worth 1/3 because it takes three rhombuses to make a whole
hexagon and we have one of those three pieces. Okay, now let’s try a triangle.
How many triangles fit into the hexagon piece? 6, you’re right. So if we have
One of those 6 pieces, then what is the triangle’s worth? Yes, 1/6.

Remember: counting aloud and manipulating the shapes is a great way to keep the
problems concrete and visual for the student who may be struggling with the abstract
concept of a fraction.

AFTER:
When the students are done, the teacher should hold a discussion to go over the
answers to the problems. The teacher should allow the students to raise their
hand and share the answers to each problem. The teacher should encourage the
students to explain how the arrived at each answer. Yes, you are right. For
problem 1, the rhombus is worth ½. But tell me, how did you come up with that
answer? What did you have to know to be able to find that answer?
The teacher should have the students provide a justification if they do not
state one initially. If the students are struggling to explain their reasoning, the
teacher should ask them questions such as the ones above in order to help them
think through their math process. During this time the
teacher should explicitly point and manipulate each shape (still stating their
name and color) so that the students have a visual model of the answer. The teacher
should go through each problem so that students leave with an idea of how well
they understand the fraction concept. The teacher should have the students
evaluate themselves on a thumbs-up (I really get it), thumb-middle (I sort of get
 it) and thumb-down (I don’t understand) basis at the end of the lesson.

Student Assessment:
The students will be assessed based on their participation in class. The teacher
will assess them based on visual and auditory observation. If students
had on-topic math conversations, worked together to use the pattern blocks
and attempted to come up with answers to the given problems, they should
receive a passing grade. If a student exhibited little to none of this behavior he
or she should get a failing grade. The students will also be assessed based on the
completion and accuracy of their homework page (homework page is attached)
The page will be turned in the morning and graded for accuracy by the teacher.

Homework: The students will complete a homework page as a way to assess

their learning from classroom experiences and group work. For this homework
assignment, students should take home their pattern blocks to use for
manipulative work; there are no other supplies needed to complete the assignment.

Extensions:
I feel that this a great ELL lesson because of it includes many learning strategies that have proved to help make
learning easier for those who do not speak English as a native language. First, this lesson explicitly teaches the
vocabulary that is used for understanding fractions. The pattern block shapes are shown each time the word is
referenced. Also, the word fraction, whole, improper fraction and mixed number are defined in a simple way.
This direct statement and definition of each vocabulary word helps to build language and mathematical
understanding for the ELL student throughout the lesson. Moreover, the repetition of these words throughout
the entire lesson will help the student to be able to participate in math group discussions and whole class
discussions, as they have knowledge of how to express themselves using specific math terms.
Second, this lesson has clearly stated content and language objectives for the students to follow. At the
beginning of the lesson, the teacher not only gave the students the definition of many words, as a way to
achieve the language objective, but also stated directly to the students what they should learn throughout the
lesson. This helps the ELL student to stay focused on their math work, as they have an idea of where the lesson
is headed and are familiar with the work they are going to be doing in the lesson. This helps to keep on only
ELL students on task, but ADHD, slow learners, etc. students on task as well. Third, the teacher builds
background knowledge throughout the entire lesson and helps the children to build on the knowledge they
acquire throughout the lesson. Students are building on their knowledge of shapes and fitting puzzle pieces
together, as a way to find the different values of fractions of the pieces. Students are using their previously
learned problem solving skills as a way to work with manipulatives and try and figure out part/whole
relationships among various pattern block pieces. Though this link to background knowledge may not be
explicitly stated in the lesson, the nature of the lesson activities allows for children to see that pattern blocks
are very much like puzzle pieces. Fourth, there are many efforts to include comprehensible input throughout
the lesson, as the teacher is constantly holding up pattern block shapes when referring to them, using gestures
to imitate directions and stating the expectations in clear, concise sentences. This allows for the ELL student to
stay focused on learning the math concepts and building math knowledge rather than being overwhelmed by
trying to understand a set of directions. Finally, this lesson plan includes encouragement for the ELL student to
use their L1 as a way to explain math concepts and worth with group members. While there may be no other
students to speak that child’s language in the classroom, it is important for children to be able to solidify their
newly acquired knowledge by linking it back to a meaningful explanation. Moreover, a student is more likely to
remember the information if he or she has had a chance to put it into his or her own words, which is exactly
what a translation to L1 provides. Overall, I feel that this lesson is aimed directly at helping an ELL student to
succeed and learn from an English math lesson.
NAME ___________________________________ DATE______________________________

State the value for each shape using the information given in the problem. Make sure to
write the fraction value on the line next to each shape.

The hexagon is ½. The hexagon is 1.

What is the value of… What is the value of…

A trapezoid___________________ A trapezoid___________________

A triangle _____________________ A triangle _____________________

A rhombus ____________________ A rhombus ____________________

The rhombus is worth 1/3. The rhombus is worth 1/2.

What is the value of…. What is the value of….

A hexagon_______________________ A hexagon_______________________

A triangle _____________________ A triangle _____________________

A trapezoid____________________ A trapezoid____________________

The triangle is worth ¼. The triangle is worth 1.

What is the value of… What is the value of…
A hexagon_______________________ A hexagon_______________________
A trapezoid______________________ A trapezoid______________________
A rhombus______________________ A rhombus______________________

The trapezoid is worth 1/3.

The trapezoid is worth 1/4.
What is the value of…
A hexagon______________________ What is the value of…
A hexagon______________________
A triangle______________________
A triangle______________________
A rhombus_____________________
A rhombus_____________________