Give Me Half! Fractions Mini-Unit
for Sheltered English Classrooms
from Beginner to Native Speaker
I hope you enjoy this Fraction Mini-Unit that includes 3 engaging and interactive lessons. It has been designed for your students in grades first through third grade, with sheltering strategies to provide extra support for your English Learners from beginners to native speakers.
Aligns with Common Core State Standards:
1st, 2nd, 3rd Grade Math Anchor Standard for Geometry (A.3 & A.2 (3rd grade)
Content Objectives ELA Anchor Standards
Reading: 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Comprehension and Collaboration: 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Lesson #1: Give Me Half Read Aloud & Intro to One Whole and Halves, an math and language arts integrated lesson with 2 sided sharing worksheet
Lesson #2: Fraction Lesson Using Horizontal and Vertical Lines to Divide Shapes into Halves with 2 sided practice worksheet
Lesson #3: Fraction Bingo: Identifying Halves, Quarters, and Thirds with 5 unique bingo game cards with words, numbers, and graphic representations of wholes and shares of fractions.
+ A reference chart illustrating 1 whole, 2 halves, 3 thirds, and 4 fourths
+ A list of sheltering strategies to support your students in accessing content and acquiring academic language.
+ Bingo cards
The following sheltering strategies are incorporated into the unit:
Common Core State Standards – 1st, 2nd, 3rd Grade Math Anchor Standard for Geometry (A.3 & A.2 (3rd grade)
I can partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. I can describe the whole as two of, or four of the shares. I can understand for these examples that decomposing into more equal shares creates smaller shares.
Key Vocabulary One whole, split, equal, one half, divide, horizontal, vertical, equal, one half (1/2), one third (1/3), one fourth (1/4), one whole, vertical, horizontal, circle, rectangle, equal.
Vocabulary Teaching Strategies + When possible, use Google images to connect a new vocabulary word to an image. Many teachers use their LCD projector to review potentially troubling or new vocabulary with the word and a Google image they’ve selected that shows the meaning of the word prior to teaching a lesson. They save the file to use when they teach the lesson again. + Create a math word wall or, even better, a geometry word wall that has the word and a picture of the word and/or an example and remind students to use the word wall as a reference tool throughout the day. + Use total physical response to have students learn and memorize words, for example, horizontal (arms outstretched) and vertical (arms stretched, one up, one down.)
Connecting to Prior Knowledge/Providing Background Information Prior to playing the game direct students identify shapes in the classroom - on the walls, ceiling, desks etc. If possible, use a pointer and bright colored tape to outline and identify whole shapes and their fractions.
Hands-On Materials Give Me Half book by Stuart J. Murphy, paper, pencils, pencils, crayons (purple, red, green, yellow, blue, & orange), (optional: rulers or straight edges), Fraction Bingo Cards bingo markers – 16 per child (for example, pieces of paper, game markers, buttons etc.)
Meaningful Practice Students will work together with a partner to identify and talk about real-life scenarios of sharing fractions of familiar items, on worksheets, and on a bingo card.
Open-Ended Questions When observing students work on and/or for closure at the end of each lesson, ask the following questions to elicit higher-order thinking and understanding of the concepts that are embedded in the math standard:
1) How did you decide how to share?
2) What would happen if there were _________ [choose a different even number - or an odd number for a challenge] of ____________[the item (apples, cupcakes etc.)]?
3) Can you draw half of [item ]? How did you know how to draw it?
4) How do you divide something with an odd shape into halves, quarters etc.?
Constant Assessment Ask open-ended questions related to identifying properties of shapes (see questions above) when assessing students during work time, check ongoing student work on worksheets and/or provide constructive feedback whole class, in small groups, or individually on both content and language.