Math Topic Fractions, data collection and representation Common Core State Standards Standards for Mathematical Practice

1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 4 Model with mathematics. 7 Look for and make use of structure. Standards for Mathematical Content 4.NF Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.MD Represent and interpret data. Learning Goals Compare and order fractions. Build and name fractions in different ways. Become familiar with equivalent fractions. Understand the relationship between fractions, decimals, and percents. Accurately collect and represent data.

Helpful Prerequisite Knowledge/ Timing of Lesson within Unit It would be beneficial for students to have a working knowledge of unit fractions, how to compare and order fractions, and how to convert fractions to mixed numbers before doing the following activities. The books Polar Bear Math and The Wishing Club can both be used early on in the unit. Both books can be used to reinforce the ideas of unit fractions, adding fractions, and finding equivalent fractions. The fraction menu introduced below can also be used to practice a variety of fraction concepts after initial concepts have been introduced. This menu is not intended to be implemented as is, but is intended to be used as a guide to how such a differentiated learning menu could be set up. Not all of the activities used would be accessible to all teachers, but similar activities could be substituted. The activity that accompanies the books If the World Were a Village and If America Were a Village would serve as a nice culminating activity for a fraction unit. Citation of Trade Book Whitehead Nagda, A. & Bickel, C. (2004). Polar bear math: Learning about fractions from klondike and snow. New York, NY: Henry Holt and Company. Synopsis of Trade Book Polar Bear Math tells the story of two polar bear cubs that were abandoned by their mother in a zoo. Dedicated zookeepers tend to the bears and ensure their safety as they grow and develop. The book tells the story of the cubs while simultaneously teaching about fractions. The reader can read about how the bears adapted, what they played and ate, and where they ended up

on one side of each two-page spread. On the other side of each two-page spread, the reader can learn about fractions using a calendar, a recipe for polar bear milk, and the relationship to polar bear twins and mothers. The concepts of unit fractions, equivalent fractions, fractions of a set, and adding fractions are all addressed. Adorable photographs of the cubs keep the book engaging throughout. Citation of Trade Book Napoli, D. J. (2007). The wishing club: A story about fractions. New York, NY: Henry Holt and Company. Synopsis of Trade Book The Wishing Club is a warm book about siblings wishing on a star. It is a strange wishing star; in that it only gives each child part of his/her wish. Petey is 4 years old, and only gets a quarter when he wishes for a dollar. His 2 year old brother, Joey, only gets half of a cookie. His twin sisters get 1/8 of a bag of marbles each. The children realize that they could wish for something together and get a whole. They test out their theory by filling a cup with various liquids in the amount that they would receive. In the end, they wish for a pig, and since 1/8 + 1/8 + 1/4 + 1/2 = 1, they get a whole pig. Lesson Description As mentioned above, this particular lesson should serve as more of a guide than a set lesson. Parts of the math menu could be used as is, but others will not be available to all teachers. In this case, similar activities can be substituted by the teacher, activities that meet the needs of their students.

1. Read Polar Bear Math and The Wishing Club aloud to the class. The books may be read at separate times coordinating with the particular fraction concepts being addressed in class at the time. For example, Polar Bear Math can be read aloud at the very start of the fraction unit when the class is learning about unit fractions and fractions of a set. The problems in the book can be done as a whole class, and then other problems can be added after the concept was introduced through the book. 2. Choose various fraction activities relating to concepts addressed in math class. Some examples include: games, using tiles to create equivalent fractions, activities with candies, ordering fractions, and doubling or tripling recipes. 3. Group similar activities of multiple difficulty levels. 4. Create a menu similar to the one that can be found in the Blank Templates section. 5. Divide the classroom up into work stations labeled with a sign that corresponds to the section on the menu. For example, stations can be labeled Appetizers, Entrees, Dessert, and Pay the Bill. 6. Set out all supplies ahead of time. 7. Allow a half hour for each rotation. Spread the menu over two days if necessary. 8. Instruct students to keep all of their work in a file folder until it is collected at the end. Differentiation An activity menu of any kind affords students choice. Each child rotates in a group, but is not necessarily working with others in the group. Differentiation is present in the various activities and levels from which students may choose. Since each child chooses anew at each station, she may choose to tackle a different difficult level for each station.

Citation of Trade Book Smith, D. J. (2002). If the world were a village: A book about the worlds population. Tonawanda, NY: Kids Can Press Ltd. Synopsis of Trade Book If the World Were a Village is a thought provoking book that shrinks the worlds population down to 100 people in a small village. The book uses statistics to put such concepts as nationality, languages, religions, food and water availability, access to schooling, and money into perspective. Although this is a deep book which 4th graders may not fully comprehend, they can grasp the idea that there are people in the world who do not have access to important resources or opportunities. The books illustrations complement the text beautifully. Citation of Trade Book Smith, D. J. (2009). If america were a village: A book about the people of the united states. Tonawanda, NY: Kids Can Press Ltd. Synopsis of Trade Book If America Were a Village is very similar to If the World Were a Village, but it looks at the United States as opposed to the global population. It discusses what Americans own, what they do for a living, what religions they practice, and where they are from, among other topics. It is not necessary to read both books, but the one that is not read can serve as a good resource for the following activity. Lesson Description

Due to the complexity of the math involved, it is not necessary to reduce the class to a representative group for the following lesson as is the case with the books mentioned above. It will be easier for students to complete the activity using the entire class. 1. Read the book If the World Were a Village aloud to the class. Discuss several headings from the book If America Were a Village. It is not necessary to read the book aloud, but should be kept handy as a resource. 2. Discuss the concept that people are different around the world. They live under different conditions, have different interests, speak different languages, and practice different religions, and yet we are similar in many ways too. 3. Introduce the idea that the class could be like this village of 100 people, each child different, but similar in many ways as well. 4. Tell the students that they will be creating a book about their 4th grade classroom. 5. Discuss data collection and various questions that students could pose to their classmates to get a snapshot of their class. 6. Discuss the difference between favorites and facts. Most students gravitate toward survey questions about favorite color, sport, subject, etc. Elicit opinions about which type of question would be better to ask for this task, one that identifies the classs favorites, or one that identifies facts about the class. 7. As a class, brainstorm a list of possible data collection topics. 8. Group students, and allow each student to choose two data collection topics. 9. Organize data collection sheets for each student, and provide the opportunity for them to collect their data, being sure they survey every classmate. Data collection can be

organized in a sort of rotation to ensure every student is accounted for on each survey, and to avoid chaos. 10. Discuss the expectations of the book the groups will create, which could include an illustration, graph or line plot, and information in fraction form on each page. As a challenge, students could be allowed to record their data as fractions, as decimals, and percents. Be sure to provide instruction to students who wish to take on this challenge. 11. Provide each student with large construction paper pages, small graph and line plot templates, data collection sheets, and a checklist of expectations for their book pages. 12. Once all pages are complete, bind the books together with brads, staples, or yarn. 13. The finished books can be shared with the class, or even shared with other classes in a sort of author celebration. Students can use sticky notes to comment on their classmates work. Differentiation Each child may choose which topic to collect data about. Topic choice is one form of differentiation since some topics are more complex than others. For example, student age is a more straightforward topic than country of origin or religion practiced. Students are also given the option to represent their data in percent and decimal form along with the fractions that all will do.