Third Grade
Name: ______________________________ Date: _________________________
Engineer a Fraction
Design Brief
[pic]
Background:
We have learned that fractions represent equal shares of a region or a set of objects. Miss Daisy has a class of 12 first graders. She needs to split the class into equal groups. She needs your help!
Design Challenge:
Design a model to show Miss Daisy different ways she can divide the class into equal groups. Then, use the iPad to make a video explaining your model to Miss Daisy.
Criteria: Your model must:
- have equal parts
- be labeled with equal fractions of the class (a numerator and a denominator)
- be labeled with equal numbers of kids in each group
- have meaningful moving parts (popups, flaps or levers) to show the fractions
- be neat
Materials:
Card stock (one sheet only!)
Craft sticks
Glue
Construction paper
Computer paper
Tools:
Scissors
Hole punch
Ruler
Markers
Pencils
Crayons
iPad
Restate the problem in your own words. What do you have to do?
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Brainstorm your ideas here. Use numbers, words and pictures to plan possible solutions to the challenge.
Build the solution you think is best. Keep notes about the problems you have and how you solve them.
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Test your solution.
Does your model have equal parts? YES NO
Does your model show how 12 students can be divided into equal groups? YES NO
Is your model labeled with the fraction of the class (numerator and denominator)? YES NO
Is your model neat? YES NO
Did you make a video explaining your groups? YES NO
Evaluation and Reflection:
Was this the best solution?
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Could you have done something differently? ______________________________________________________________________________
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What did you learn today?
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What should Miss Daisy do with the class in groups?
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| |4 |3 |2 |1 |
|Stays on task | | | | |
|Works safely | | | | |
|Communication |Works well with others; |Uses some vocabulary when |Uses words and gestures to |Does not communicate |
| |communicates effectively using|communicating; able to solve |communicate some of the time |effectively with others |
| |appropriate vocabulary to |problems | | |
| |solve problems | | | |
|Brainstorm |Thoughtful ideas, used words |Clear design, Used design to |Some evidence of planning |Little or no planning |
| |and numbers to plan, used |plan product | | |
| |design to build product | | | |
|Met Criteria |Above and beyond criteria. Was|Met criteria. If attempt was |Met some criteria. Little or |Made little or no attempt to |
| |able to explain why attempt |unsuccessful, was able to |no attempt to explain why |meet criteria |
| |was successful or not using |explain why |attempt was unsuccessful. | |
| |content vocabulary. | | | |
|Reflection |Thoughtful solutions to |Written explanation of |Incomplete explanation or |Little, no, or unclear |
| |problems; Analysis of design |activity; Describes a problem |reflection of activity |reflection of activity or |
| |process, uses describing words|and a solution | |problem |
English
1.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Begin to ask for clarification and explanation of words and ideas.
c) Use common singular and plural nouns.
d) Use vocabulary from other content areas.
1.3 The student will adapt or change oral language to fit the situation.
a) Initiate conversation with peers and adults.
b) Follow rules for conversation using appropriate voice level in small-group settings.
c) Ask and respond to questions.
d) Follow simple two-step oral directions.
e) Give simple two-step oral directions.
Math
1.3 The student will identify the parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions.
Technology Communication Tools
C/T K-2.6 The student will use technology resources for solving problems and making informed decisions.
-Recognize that technology can be used to solve problems and make informed decisions.
-Identify and select technologies to address problems.
C/T K-2.7 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
-Identify the best tool to communicate information.
-Use technology tools for individual writing, communication, and publishing activities.
-Demonstrate the ability to create, save, retrieve, and print document.
Science
1.1The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting
investigations in which
a) the senses are used to observe differences in physical properties;
b) observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy;
c) objects or events are classified and arranged according to characteristics or properties;
d) simple tools are used to enhance observations;
e) length, mass, volume, and temperature are measured using nonstandard units;
f) inferences are made and conclusions are drawn about familiar objects and events;
g) a question is developed from one or more observations;
h) predictions are made based on patterns of observations;
i) observations and data are recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and numbers; and
j) simple investigations and experiments are conducted to answer questions.
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