To educate students in understanding fractions in an interactive methodology.

One of my favorite standard to teach is MAFS.3.G.1.2; Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

I enjoy teaching in interactive, energizing methods. It is well known that children who are involved in learning take away more knowledge than the passive learning. Also, over 60% of children prefer to learn math visually. In this math module I use interactive materials to let the children create their own fractions so they own the numbers. Providing 3D objects and educational materials at home carries the classroom learning into the real world.

The concept of ⅛ being smaller than ¼ even though 8 is a higher number is a concept that can be difficult to grasp and lends itself to visual learning and hand-on activities. Students gifted in math may not be gifted in reading and vice versa. I want to enforce the standard through different methods to provide the support students need inside the classroom and provide them with resources to lend them for home. The addition of math literature allows students to read about practical use of factions in real life and in a non-traditional way improve reading ability. Students are increasingly presented with work problems in math and have to work on their math vocabulary. Having different models allows students to master learning through fun exploration. The addition of a 3D printer provides math manipulatives to use in the classroom and at home. If I receive this grant I can visually individualize learning to whichever shapes the student better understands and print tangible items for homework.

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Fashioning Fractions for Fun!

School:
Hunter's Green Elementary 
Category:
Stem 
Teacher/
Administrator:
Nicole Russ-Cihaner 
 
116131 
Students Impacted:
120 
Grade Levels Impacted:
Date:
October 30, 2018

Investor

Thank you to the following investor for funding this grant.

 

FOUNDATION FUNDED - $1,870.20

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Impact to My Classroom

# of Students Impacted: 100

On behalf of my students and myself, I want to thank the funders of this grant. 

 

The students have become totally engaged in learning fractions by bringing objects to life with the 3D printer.  They continually read the books to find objects that split into equal parts to print.  Then they print them and are so excited to see them fit together.  They pay more attention to the theory of fractions as they puzzle together the created parts and determine what fraction of the whole they are holding.  This grant has enabled me to bring fractions to life for my students.

 

Several students have become absorbed with creating objects online and explaining how many parts they have and what the corresponding fraction is before proceeding to print the object to support their assumptions. They all raise their hands to offer suggestions of additional objects and discuss what a 1/2, 1/4, 1/8, etc. of that object would look like.  Then we print out the object and again puzzle the pieces together to make the whole.  Whave used the manipulatives to reinforce our manufacturing and understanding of fractions.

 

I would not change a thing in this grant!  In all my years of teaching, I have not seen the students so engaged and excited in learning fractiions.  This grant has expanded my students concept of fractions and math.  Math is no longer an abstracct concept or bunch of formulars but an exciting world to be explored.

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Original Grant Overview

Project Goal

To educate students in understanding fractions in an interactive methodology.

One of my favorite standard to teach is MAFS.3.G.1.2; Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

I enjoy teaching in interactive, energizing methods. It is well known that children who are involved in learning take away more knowledge than the passive learning. Also, over 60% of children prefer to learn math visually. In this math module I use interactive materials to let the children create their own fractions so they own the numbers. Providing 3D objects and educational materials at home carries the classroom learning into the real world.

The concept of ⅛ being smaller than ¼ even though 8 is a higher number is a concept that can be difficult to grasp and lends itself to visual learning and hand-on activities. Students gifted in math may not be gifted in reading and vice versa. I want to enforce the standard through different methods to provide the support students need inside the classroom and provide them with resources to lend them for home. The addition of math literature allows students to read about practical use of factions in real life and in a non-traditional way improve reading ability. Students are increasingly presented with work problems in math and have to work on their math vocabulary. Having different models allows students to master learning through fun exploration. The addition of a 3D printer provides math manipulatives to use in the classroom and at home. If I receive this grant I can visually individualize learning to whichever shapes the student better understands and print tangible items for homework. 

 

How Project Benefits Students

What Will Be Done With My Students
First I will pre-print a “sandbox” shape on the 3D printer to hold 6 equal strips of construction paper of different colors at each child’s desk. I will project my “Sandbox” onto the screen at the front of the room. I will demonstrate writing “1 = whole = 1/1” on the first strip and place it in the sandbox. I will then take my second piece of paper. I will demonstrate folding it in half and cutting it. Writing ½ on each piece and fitting them into the “sandbox.” I will continue to do this until we cut the fifth strip into 16 pieces. I will then demonstrate in my “sandbox” moving the bottom three strips down and inserting a full strip. The students will then discuss if there is something that is between the size of the ½ pieces and ¼ pieces. We will then fold this strip into thirds, see it still fits then cut it to size. I will discuss with them what is cut into pieces that they like, for example pizza. I will then pass out 3D pizza pans and pizza slices so they can see various size “slices” and how they make up a whole pizza. Various other shapes will be created to reinforce the demonstration.

After educating the students on the sandbox there is a second in class session to reinforce learning and begin to integrate learning. For this session II divide students into four workstations. One stations has math books for independent reading on math subjects. One station works with cuisenaire rods for students to compose and decompose numbers. One station works with fraction circles and the last station focuses on arts and crafts with fractions (make a pie) or collaborative fraction cards.

For students that are struggling with the concepts of fractions, 3D math manipulatives and books are provided for students to practice at home and to read with their parents about fractions in real life.


Benefits to My Students:
My classroom is filled with students who are curious, ambitious and determined to succeed. Math is a subject that presents many students with difficulties in visualizing as well as transferring concepts to the real world. This teaching module will bring math to life for students in an interactive, engaging method designed to transfer learning in both a micro-level and macro level. The micro level of transfer of teaching practice is created in the first session and the macro-level will involve feature of both the initial training and the settings where the knowledge and skills will most likely be applied.

The goal is for the students to have material to master the subject in the curriculum. 

 

Expected Outcome(s)

I will assess the lesson plan in multiple steps. I will do a pre and post test to evaluate student learning. I will verify if the students are understanding the concepts both through reading problems and solving problems and are understanding the vocabulary for the big idea.

As an educator I will answer the following questions:

1. Did the lesson plan meet the objective of the big idea and teaching to a standard?

The idea is to partition shapes into parts with equal areas, the standard is MAFS.3.G.1.2.

2. Are students actively participating in their learning?

A) During the workstations, I will assess the students team work. This will be judged on engagement, focus and if they are able to solve the math problems. I will make visual observation during workstations to assess these items. My objective for this section is to allow student to visualize math problems and provide tools to solve them.

B) After homework, I will assess the students individual learning. This will be done by observing if they were able to better understand and solve the problem after receiving 3D manipulatives for home use or if they took books home to read.

3. Would I make any changes to my teaching methods based on my visual observations?

4. Would I choose different manipulatives for math problems?

5. What were the greatest challenges when teaching the big idea?

6. Would I do anything different next time?

 

 

Detailed Cost Summary

This grant includes both equipment and children's educational literature.
The equipment needed is
3D Printer - Flashforge Creator Pro
Flashforge Filament, 2.2 lbs, ABS - White
Flashforge Filament, 2.2 lbs, ABS - Green
Flashforge Filament, 2.2 lbs, ABS - Blue
Cuisenaire Rods, wood, 74 pieces
Fraction Circles
Collaborative Cards, Fractions, Grades 3 to 5

The math books included in the grant:
DIVIDE AND RIDE 0064467104
LEMONADE FOR SALE 0064467155
PENNY POT 0064467171
GREAT DIVIDE A MATHEMATICAL MARATHON 0763615927
MULTIPLYING MENACE DIVIDES A MATH ADVENTURE 1570917825
LIONS SHARE {HC} 0802797687
WISHING CLUB A STORY ABOUT FRACTIONS {HC} 0805076654
FULL HOUSE AN INVITATION TO FRACTIONS 0763641308
BEAN THIRTEEN {HC} 0399245359
EQUAL SHMEQUAL 1570918929
NOW FOR MY NEXT NUMBER SONGS FOR MULTIPLYING {HC} 0915556383
MONSTER WHO DID MY MATH {HC} 1561454206
GO FRACTIONS 0448431130
ONE BIG PAIR OF UNDERWEAR {HC} 1442453362
SHEEP WONT SLEEP COUNTING BY 2S 5S AND 10S {HC} 0823437019
MATH FOR MINECRAFTERS ADVENTURES IN MULTIPLIC 1510718206
MATH FUN FOR MINECRAFTERS --GRADES 3-4 1510737618
MATH FACTS FOR MINECRAFTERS --ADDITION AND SUBTRA 1510730931
YOU WOULDN'T WANT TO LIVE WITHOUT MATH! 0531224902

Flashforge Creator Pro
https://www.schoolspecialty.com/flashforge-new-creator-pro-3d-printer-black-1571594

Flashforge Filament (different colors):
https://www.schoolspecialty.com/filament-1510621

Cuisenaire Rods:
https://www.schoolspecialty.com/learning-resources-introductory-cuisenaire-rods-034-0770

Fraction Circles:
https://www.schoolspecialty.com/fraction-circle-085131

 

 

Items

# Item Description Total Cost
1 3D Printer - Flashforge Creator Pro $899.00
2 18 Flashforge Filament, 2.2 lbs, ABS - multiple colors $630.00
3 4 Cuisenaire Rods, wood, 74 pieces $56.08
4 4 Fraction Circles $36.48
5 Collaborative Cards, Fractions, Grades 3 to 5 $25.64
6 Children's educational books $223.00
  Total: $1,870.20

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