Links to Files Associated with This Lesson
Student Sample: Drawing Fractions
Area Objectives Addressed:
The students will be able to
Show an understanding of fractions by matching fractions with the appropriate diagrams of partially shaded figures.
Identify parts of a whole (including ½, 1/3, and ¼).
Develop spatial thinking by drawing shapes.
equations using fractions.
The students will be able to:
Use the components of the drawing toolbar.
Use Auto shapes to create two-dimensional shapes.
Draw lines to divide Auto shapes in ½ and 1/4.
Fill Auto shapes using Auto fill.
Change the color of the Auto Shape’s exterior line.
Save a document on the student network drive.
Print a document.
Use a SmartBoard.
What was the process that your students went through to complete this
students have been studying the concept of fractions in math.
They will listen to a story called Fraction Action by Loreen Leedy. We will discuss fractions during that story.
We will then use the Smart Board to make Auto Shapes and divide them into
½’s and ¼’s. The students
will them be given instructions on the activities they need to do at each of the
centers, and will then rotate through the centers for approximately 1 hour,
spending 15 minutes at each station.
students have completed the center rotations, we will share our computer
generated fractions on the Smart Board. Then
the students will get a treat to divide in half and share with their partner.
As a later activity, I will make copies of various students’ papers and
give them out as practice sheets for the class to identify fractions.
did you monitor student progress?
there a template or an example that students were expected to follow?
is a template with spaces for them to draw their shapes in, however, they could
choose the shapes and the fractions.
much time did you dedicate to this project?
Total: 2 hours
Daily (approximate): 2 hours
was the final product presented?
were allowed to share their fractions page and have the other students in the
class guess what fractions their shapes were divided into. They will also get to print out their pages to take
home. In addition, I will use their
pages as future worksheets for the class to complete—they will look at the
fraction and write how it is divided.
was the audience for the final product?
students in our class were the audience for our final creation of fraction
prior knowledge was required on the part of the students in order for them to be
successful in this project? (Include curriculum and technology knowledge)
order to complete this activity, students must have the following background
Understand that fractions involve dividing an object into equal parts.
how to use Microsoft Word.
how to save, print, click and drag, and change color.
was the student to computer ratio?
did you schedule your students’ computer time?
students are scheduled in centers on certain days during math time.
I organized the students into their center groups at the beginning of the
year to minimize wasted transition time. If
students are not able to complete an activity in centers, I will either make
time for it the next day or allow them to work on it during recess.
was the location of the computers and other technology equipment used by
students used the 6 computers in our classroom.
This lesson could also be done in a lab setting or in a classroom with
would you suggest beginning teachers obtain computer resources for their
students? (Knowing some of your strategies would be valuable for our pre-service
· Write grants for obtaining technology.
involved on the technology committee in your school.
the level of access for students to use computers/other technologies as they
needed --high, medium, low
level of access for students is high (1:1).
the level of supervision required for students during the project, specifically
for computer and other technology use –high, medium, low
level of supervision for this project should be at the medium level.
The teacher may initially need to monitor and assist students on the
computers, but should be able to rotate to assist students at other stations.
hardware was required for your project?
software was required for your project?
Sets of cut out fraction pieces from the elison cutter
Fraction worksheets and writing paper
Fraction game from Learning Resources
Story—Fraction Action by Loreen Leedy
What kind of assessment did you use for this project? (Include a copy if
of students playing the fraction game
of students using computer program to create fractions.
of worksheet packet.
generated by students.
categories did you assess? (I.e.: content,
screen design, depth/breadth, etc.)
of fraction story and packet
in the fraction game and the discussions
process on the computer while creating the fractions
of computer designed fractions
does the product that you submitted compare with other students’ products for
this same project?
products I submitted are typical of the type and quality of products completed
by a majority of the students. I
included samples from one high student, three medium students and one low
student. In addition, several
students completed an additional sheet where they used other Auto Shapes; I have
included one of the samples from that activity.
What did you like best about this project?
students were engaged in all of the centers, and they seemed to be able to take
the concept of fractions from the concrete level to a very abstract level on the
computers. They were working at applying what they knew about fractions
to create their own.
did the students like best about this project?
enjoyed the computer activity and the fraction game in particular.
They also enjoyed being able to share their product on the Smart Board.
Rank the level of student involvement in this project –high, medium, low
Rank the level of student interest in this project –high, medium, low
Would you teach this lesson again?
I would possibly modify it so the students could use other auto shapes besides
the oval and rectangle.