Introduction This project includes a lesson plan, New York State Learning Standards,
and instructional protocol for a first grade elementary algebra -helper/math-tutor-southern-california.html">mathematics lesson on
N.Y.S. Mathematics Standards Standard 1 – Students will use mathematical analysis, scientific inquiry,
de sign , as appropriate to pose questions, seek answers, and develop solutions .
Standard 2 – Students will access, generate, process, and
transfer information using
o 1.CM.6 Use appropriate mathematical terms, vocabulary, and language.
♦ Students will create and use representations to organize, record, and
o 1.R.1. Use multiple representations including verbal and written language,
acting out or modeling a situation, drawings, and/or symbols as
Objectives Students will work first as a class, then in small groups tocompare fractions .
gain practice with vocabulary relating to fractions, and gain practice with
defending mathematical statements, problem solving, and counting.
Pre-activity 1. Students will be shown a yellow hexagon (on the Elmo) by the instructor and
this shape represents the entire class. They will then be asked to stand and
that the class is in two equal parts on either side of the classroom. Students
encouraged to problem solve about the best way to accomplish this task. Any
students throughout this activity can stand next to the instructor as an
The instructor will then ask the students whether the parts are equal and how
children are in each part? What do we call two equal parts of a whole (halves)?
Instructor will now show the red trapezoid and ask whether this shape could be
to represent the class as they are now divided (yes).
2. The blue rhombus will be added to the shapes on the Elmo and the instructor
the students how many parts they would have to divide into now (three) and have
them arrange themselves accordingly. Students could be asked which group had
students in it, when they were in halves or in thirds. Student responses will be
recorded on the white board.
3. The green triangle will now be added to the Elmo and students will be asked
parts they have to divide into now (six) and move as needed. Now students can be
asked which group had more students in it, sixths or halves. Thirds or sixths?
Student responses will be added to the white board.
4. Students will return to their tables.
1. Students will be asked to work with others at their tables to create
describing the relationship between the blocks, recording their thinking on
pencils, crayons, etc. Example: the yellow hexagon is bigger than the green
the sixth is smaller than the third, and two-sixths are the same as (equal to)
and so on. The instructor will circulate to encourage and assist students as
necessary. A timer could be set to limit the working time and help keep students
2. Students will be selected from each group to come and share their thinking by
their papers on the Elmo and offering verbal explanations as well.
3. The following word problem will be put on the Elmo for students to solve.
They will be
encouraged to try it on their first, then to talk with others at their table to
their reasoning. The instructor will circulate to encourage and assist students
Queen Pam wants to divide her kingdom between her three children. She will
give 1/6 to her oldest son, 1/6 to her youngest son, and 2/3 to her daughter.
Will this work? Yes, or no and WHY? Can you tell who the queen’s favorite
child is? Use your blocks to figure it out. Show your thinking on your paper. Be
ready to share with your table and the class.
4. Several students can be selected to come to the Elmo to share their answers
their thinking with the class.
5. The students will be given the following word problem to do as individual
could then be collected without being shared with the class and used as an
assessment. The instructor will circulate to encourage and assist as needed.
King Bob wants to divide his kingdom between his three children but he’s not
sure what to do. He wants to give 1/3 to his oldest son, 1/3 to his youngest
son, and 2/3 to his daughter. Will this work? Yes, or no and WHY? Use your
blocks to figure it out. Show your thinking on your paper. Be ready to hand
your work in to the teacher with your name on it.
Extension Activities Students can go on the internet to gain further practice with fractions.
Stickers, paper models (made from construction paper), stencils and so on can be
create a student-made book about fractions or students can use a software
program such as
Kids Works to create a computer-generated book. The books could compare
fractions, tell a
story with fractions, or simply describe fractions as developmentally
appropriate for each
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