Numerator:  The top number in a fraction.  (This shows parts of a whole.)   EX:   2/5     The number 2 is the numerator.

Denominator:  The bottom number in a fraction.  (This shows the number of equal parts a shape/object is dividing into.)   EX:  2/5   The number 5 is the denominator.

Common Denominator:  This is when the denominator of two different fractions is the same number. It is necessary to find a common denominator when adding fractions.  EX:  4/5 and 3/5  have the same denominator.  The denominator is the number 5.

Comparing Fractions:  Using two or more fractions, identifying the larger/smaller fraction.  EX:  4/5 is greater than 3/5

• Students will identify parts of a fraction.  (numerator, denominator)
• Students will compare fractions with like denominators.
• Students will say/write/draw fractions correctly.

This lesson will take approximately one 40 minute period.

• 4 buckets
• 4  balls
• Worksheet-Bucket Ball
• 2 large circles cut into 8 pieces (The circles will be layered.  The bottom layer of the circle will have 8 equal pieces drawn them.  The top layer will have the 8 equal parts cut out.)
• dry erase boards

W: WHERE/WHY/WHAT

This lesson is most appropriate for students who have a beginning knowledge of fractions. The students will be able to reinforce their knowledge of numerators, denominators and comparing fractions with like denominators in a fun, cooperative setting.

H: HOOK

The students will enjoy taking part in a basketball-type activity.  By relating basketball to fractions, students will be able to make a connection between mathematics/fractions to the real-world. 

E: EXPLORE/EXPERIENCE/EQUIP

Students will be able to take part in a sport/game while identifying numerators and denominators.  They will have the opportunity to compare their score (fraction) to others to determine the winning contestant.

R: RETHINK/REHEARSE/REVISE/REFINE

While computing their individual scores, students will be utilizing their prior knowledge of fractions (numerators, denominators and the comparison of fractions) and relating it to the real sport.

E: EVALUATE

Students will be both formally and informally assessed throughout the lesson. The students will be informally assessed via teacher observation throughout guided dry erase activity and the "Bucket Ball".  The students will be formally assessed at the end of the lesson via the "Bucket Ball" comparison worksheet.

T: TAILORED

This lesson is appropriate for a second/third grader who has prior knowledge of fractions.  Throughout the lesson the students will have the chance to self-reflect on their knowledge of fractions while correctly representing and comparing the fractions.

O: ORGANIZED

The lesson/bucket ball activity is organized using a gradual release model.  The teacher will begin with whole group direct instruction.  From there, the students will move to guided instruction, group work, and close with individual work. (direct instruction, guided instruction, group work, and independent work)

1. Direct Instruction:  The teacher will use 2 large circles cut into 8 equal pieces.  The teacher will show the students the fractional parts of the circle (1/8, 2/8, 3/8, etc.).  The teacher will define numerator and denominator. The teacher will have the class identify the numerators, denominators and name the different fractions.  The teacher will remove fractional parts of the circle and have the students compare which circle is larger and smaller. 

1. Guided Instruction: The teacher will show different fractions on the circles.  Students will write the fractions on the dry erase boards for an every pupil response.

1. Group Activity:  Teacher will place the students into four groups.  Each group will have a bucket and a ball.  Students will take turns throwing the ball into the bucket.  They will each throw the ball 8 times. They will then record the fraction on the group tally sheet. (Each student will have a tally sheet to record EVERY MEMBER of the group's score.  This will provide the student with extra practice identifying and writing fractions.)

1. After each student in the group has recorded all bucket ball scores, they individually will draw a model of each. (See example on worksheet).  The students will then individually circle the highest score (the largest fraction). 

1. Teacher will then ask the students to identify the highest scores from each group.  The class will compare the results to find a classroom winner.

1. Teacher will collect all Bucket Ball Papers for grade.

BUCKET BALL WORKSHEET-revised.docx

Additional Website

http://www.coolmath4kids.com/fractions/index.html

This website can be used for enrichment and extra practice for all areas of fractions, from setting the foundation of fractions to adding/subtracting fractions.

http://www.abcya.com/fraction_fling.htm

This website allows students to create and represent fractions in a fun way.  Students will enjoy flinging rocks at the correct fractions.

Advanced Students:

Students needing a challenge may work in groups creating their own game using fractions with denominators up to 8.  The student-designed products may be used in the class for stations or during free time.