Math Access for Teachers and Home Child Care Providers

Fractionpillar

Children will create and record the fractions for each color of their caterpillar using colored pom poms.

Content Area Standard Target
• Number and Operations
• Algebra
• Understand numbers, ways of representing numbers, relationships among numbers, and number systems
• Represent and analyze mathematical situations and structures using algebraic symbols
• Understand meanings of operations and how they relate to one another
• Connect number words and numerals to the quantities they represent, using various physical models and representations
• Understand and represent commonly used fractions, such as 1/4, 1/3 and 1/2
• Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations
• Count with understanding and recognize “how many” in sets of objects
• Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally
Obtain the Materials

• Construction paper
• Paper sheets that can be glued onto the construction paper.  These are the recording sheets.

______________ out of ________________ are __________________

The recording sheet should have the above statement written on it.

• Colored pom poms
• Googly eyes, pipe cleaners (optional)
• Completed caterpillar made out of various colored pom poms

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Introduce the Activity

1. Have an already made caterpillar with a blank recording sheet for demonstration purposes.
2. Show the children the caterpillar.  Ask them to describe the caterpillar.  Direct their answers toward how many pom poms of each color they see and how many pom poms there are in total.  For example, if your caterpillar has 3 red pom poms, 2 yellow pom poms and 4 blue pom poms for a total of 9 pom poms, direct the answers to state that 3 out of the 9 pom poms are red and so on. Explain that when you divide the group in to various parts, you are creating a Fraction of the group. Explain that a fraction is any PART of a group. For example: “There are 3 red pom poms out of a total of 9 pom poms so the fraction is 3/9. or 3 out of 9.” Record their answers on the sheet so that they can refer back to a completed sheet when working on their own caterpillar.

A completed sheet would look like this –

____3_____ out of _____9______ are ___red___           3/9

____2_____ out of _____9______ are __yellow_            2/9

___4_____ out of _____9______ are __blue___            4/9

1. To begin, only put out 3 different colored pom poms and allow their caterpillars to be 9 pom poms long.  You don’t want a really long, multi-colored pom pom caterpillar.  Depending on how many caterpillars they construct, add some different colored pom poms and take away some of the already used colors.  Change the amount of pom poms they can use.

Engage the Children

1. Have the children work at stations that have a container filled with the 3 different colored pom poms, the recording sheets and construction paper.
2. After the children have constructed 1 caterpillar and filled out their recording sheets, gather the children to discuss all of the different ways that they could have used the colored pom poms to construct their caterpillars.
3. Have the children construct several caterpillars with various color combination of pom poms.

• Group the caterpillars by which child constructed what type of caterpillar.  For example, 3 out of the 12 children constructed caterpillars that had 3 red pom poms, 2 yellow pom poms and 4 blue pom poms.

Encourage Vocabulary

• Fraction – Any part of a group (e.g., "There are 3 red pom poms out of a total of 9 pom poms, so the fraction is 3/9.")
• Total – The complete amount of items counted (e.g., "There are 3 red pom poms out of a total of 9 pom poms, so the fraction is 3/9.")

Glossary of MATH vocabulary

Supporting Children at Different Levels

Toddlers   Pre-K

Toddlers may:

• Have difficulty looking at the various groups within a whole.

Pre-K Children may:

• Easily identify the groups within the whole.

Home child care providers may:

• Start with 2 colored pom poms when constructing the caterpillars.  Have them work with two groups within a whole and then add on colors once the concept is solidified.
• Have the children group the 9 pom poms into their colored groups first, identify the groupings within the whole and then glue the pom poms onto the caterpillar.

Home child care providers may:

• Further group the caterpillars by what child constructed what type of caterpillar.  For example, 3 out of the 12 children constructed caterpillars that had 3 red pom poms, 2 yellow pom poms and 4 blue pom poms for a fraction of the number of children made caterpillars  __caterpillar description_ for a fraction of   ______________.

Books

• Give Me Half by Stuart J Murphy (Houghton Mifflin Harcourt, 1999)
• The Door Bell Rang by Pat Hutchins (HarperCollins Publishers, 1989)

Music and Movement

Outdoor Connections

Web Resources

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