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Virtual Manipulatives Lesson

This document outlines a 5th grade math lesson plan focused on teaching students how to add fractions with unlike denominators using virtual manipulatives. The lesson introduces an online fraction adding applet for students to visualize and represent fraction concepts. It provides objectives, necessary prior knowledge, materials, procedures for warm-up, instruction, practice, and assessment activities. The goal is for students to build conceptual understanding of fractions and be able to find common denominators, name equivalent fractions, combine representations, and write fraction sums.

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207 views6 pages

Virtual Manipulatives Lesson

This document outlines a 5th grade math lesson plan focused on teaching students how to add fractions with unlike denominators using virtual manipulatives. The lesson introduces an online fraction adding applet for students to visualize and represent fraction concepts. It provides objectives, necessary prior knowledge, materials, procedures for warm-up, instruction, practice, and assessment activities. The goal is for students to build conceptual understanding of fractions and be able to find common denominators, name equivalent fractions, combine representations, and write fraction sums.

Uploaded by

api-316612075
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Grade: 5

Ideas for the following lesson were developed using the following article in conjunction with my
previous research.
Suh, J., & Heo, H. (2005). Examining technology uses in the classroom: Developing fraction
sense using virtual manipulative concept tutorials. Journal of Interactive Online
Learning, 3(4), 1-21.
Standards for Teaching Mathematics
Standard 1: Knowledge of Mathematics and General Pedagogy X
Standard 2: Knowledge of Student Mathematical Learning X
Standard 3: Worthwhile Mathematical Tasks X
Standard 4: Learning Environment X
Standard 5: Discourse X
Standard 6: Reflection on Students Learning X
NCTM Process Standards
Problem Solving X
Reasoning and Proof X
Communication X
Connections X
Representation X
Objectives:
Students will be able to add fractions with unlike denominators using the virtual manipulatives as
a visual resource and representation. Students will build an understanding of conceptual
knowledge and reinforce prior knowledge in regards to fractions.
With this activity, students will be able to find a common denominator, name equivalent
fractions, combine fraction representations, and write a fraction sum.
Necessary Prior knowledge:
-Students must understand parts of a whole
-Students must be able to find equivalent fractions
-Students must be able to find common denominators
-Students must be able to add fractions with like denominators
-Students must be able to recognize that they are unable to add fraction quantities if they
do not have common denominators.
Materials:
-Computer and internet access
-Projector
-Copies of the attached worksheet (found on p. 12 and 13)
-http://www.nctm.org/standards/content.aspx?id=26975 (the game)
-http://nlvm.usu.edu/en/nav/category_g_2_t_1.html

*Fractions- Equivalent applet (used in warm-up)


*Click on the Fractions- Adding manipulative
This online manipulative was chosen because it reinforces all previous skills when working with
fractions. Students manipulate the applet in order to visualize equivalent fractions, create
common denominators, and then combine fraction representations. Students are able to represent
the concepts and manipulate fractions. Additionally, students receive instant feedback.
Procedure:
Warm up: Have the students open the first applet: Fractions- Equivalent
-First model correct applet usage on the projector. Make sure to explicitly explain
your thinking and steps as you click through the applet.
-This is a review activity to get the students engaged and practice renaming
fractions.
1. Use the arrow keys to divide the whole unit into more or fewer parts.
2. Stop when there are red lines on top of each of the edges of the colored parts.
3. Enter the name of the new fraction and self-check.
4. Ask the students, Can you create a rule for renaming fractions?
5. Repeat
Check for understanding. Before moving onto the adding fractions activity, the students must
understand that fractions have equivalences but can be represented by different names.
Again, the warm-up was a review activity that the students should have prior knowledge and
(hopefully) mastery of the concept.
We can now begin the instruction on adding fractions.
Project the applet: Fractions- Adding on the board.
1. Ask the students: Can we add 1/3 and 1/2? Why or why not? Turn to a partner, explain.
2. Allow students to share their reasoning.
3. Do you think we can make any changes so we can add these fractions?
4. Refer to the applet. Use the arrows to change the number of segments of the fractions
(denominator) so they are equivalent.
5. Ask the students, what is the name of my new fraction? (For example, 1/3 became 2/6,
and 1/2 became 3/6).
6. Model where to type the equivalent fractions and check your work. Explain to
students that when completing the worksheet they must record their evidence.
7. Now that the fractions are renamed and can be combined. Drag and drop the
segmented representations of each of the fractions to the blank whole to the right of the
equation (the sum).
8. Show how both of the segments fit into the whole. What is my whole?
9. Have the students turn to a partner and share their thinking.
10. Before allowing the students to begin working, model one more example. Talk
through the step and explain your reasoning.
11. Check for understanding.

12. While students are loading the applet, hand out the attached worksheet. Read through
the instructions as a class.
13. Allow students to work at their own pace and informally assess their understanding as
you stroll the room.
14. If students are more advanced, allow them to type in the equivalent fraction and use
the visual manipulative to check their work. The applet can be used to self-check their
calculations.
*This applet provides students with the visual representation of what the value of the fractions
are. The students can see what the fraction looks like and how they are combined. This cannot
be achieved with using numbers alone.
*Additionally, the step by step process helped students organize their thought and show how the
fractions changed. Again, the students had the ability to physically move the fraction blocks to
fit into the new whole.
*This applet easily prevents the common error of adding across both the numerator and
denominator, which we have discussed in class.
Objective of the game:
The game is called Fraction Tracks and can be found at:
http://www.nctm.org/standards/content.aspx?id=26975
This game requires students to apply the concepts previously practiced relating to fraction
equivalences and addition. The objective is to move the colored markers across the fraction
tracks or number lines according to the fractions generated by the applet. The goal is to reach
a whole. The generated fractions can be represented by adding two fractions together (moving
two of your colored markers) or using equivalent fractions.
For example, if the applet asks me to represent 1/4, I can move my color to 1/4 or 2/8. If my
marker is already at 1/4, and I am given 2/4, I can add to move my marker to 3/4, or I can move
another marker to 1/2, 3/6, 4/8, or 5/10.
In order for students to benefit from this game, the instructor my model and explain how the
applet works. I had to take some time myself to figure out the applet and game objective.
Procedure:
1. Project the game.
2. Work with the students to explore the game board. Ask questions such as:
-How is the game board constructed?
-Does the game board remind you of anything? (A number line)
-How are the tracks related to one another?
-What numbers align on the board?
-Can you point out any equivalences?

3. Explain how to play the game and give multiple examples.


4. Check for understanding.
5. Have the students work in pairs and open the applet.
6. Encourage students to think aloud and explain their thoughts as they strategize to reach
a whole. This gives the students the opportunity to discuss their ideas with their peers.
*This applet applies the previous skills we have been working on throughout the unit and this
lesson in particular. Students work to identify fractions, rename fractions, find equivalences,
find common denominators, and add fractions.
Assessment: Frequently check for understanding. Students will be informally assessed during
classroom discussion and explanations. The formal assessment will be taken from the attached
worksheet found on page 12 and 13. Students will be asked to demonstrate both conceptual and
procedural knowledge. This will be accomplished by having students create their own equations,
and represent them through drawing and a written explanation. In order for students to
demonstrate their understanding, they must represent each step in their explanations, similar to
the step by step instruction of the applet.
Accommodations: Provide additional instruction and modeling for students with learning
disabilities. If necessary, work with students in small groups to tailor instruction. If a student is
visually impaired, and maximizing the size of the screen helps, allow the student to use the
SmartBoard to complete the activity. For ESL students, provide instructions in their native
language or include a vocabulary key to aid in understanding. The applet themselves allow
students to work at their own pace. They also help guide learning and provide helpful
instructions. Additionally, the provide instant feedback so students have the opportunity to
regulate their learning.

Instructions:
Open the Fractions- Adding applet found at http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
1. Use the arrow keys to change the number of parts to the whole
2. Find the equivalent fractions and rename them
3. Drag the highlighted fraction pieces to the empty whole
4. Record the sum

1. Write a rule for renaming fractions, explain and give an example:

2. Record at least five of the problems on the following page, please draw your models.
3. In the space below, create at least two of your own original examples. Do NOT copy the
applet. For one, write out your steps.

Instructions:
Open the Fractions- Adding applet found at http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
1. Use the arrow keys to change the number of parts to the whole
2. Find the equivalent fractions and rename them
3. Drag the highlighted fraction pieces to the empty whole
4. Record the sum

1. Write a rule for renaming fractions, explain and give an example:

2. Record at least five of the problems on the following page, please draw your models.
3. In the space below, create at least two of your own original examples. Do NOT copy the
applet. For one, write out your steps.

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