Exploring Fractions WebQuest

A beginner’s guide for second graders

It’s a piece of cake!

Cake image:

Developed by Raquel Newton

For Education 575

March 23, 2008

As second-grade students are introduced to fractions, their understanding of parts and wholes can be enhanced by exploring different websites that present colorful and interactive models of fractions. Students will use this WebQuest to increase their comprehension of fractions, improve computer skills, and have fun!

2.1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

1. use concrete models or pictures to show whether a fraction is less than a half, more than a half, or equal to a half;
2. match the spoken, written, concrete, and pictorial representations of halves, thirds, and fourths;
3. compare the unit fractions 1/2, 1/3, and ¼.

Sources

Banfill, J. (2006). AAA math. Retrieved March7, 2008, from

Brodie, V. (2007). Fundraiser alley. Retrieved March 17,2008, from

Conrad, S., & Flegler, D. (2006). Math league press. Retrieved March 7, 2008, from             http://www.mathleague.com/help/fractions/fractions.htm#whatisafraction

Coolmath, K. (2007). Coolmath. Retrieved March7, 2008, from

Webb, B. J. (2000). Kids online resource. Retrieved March 7, 2008, from

Process

1. Explore halves, thirds, and fourths. Play game for 1 minute and write down the fraction of problems correct out of problems attempted. Do this three times. http://www.321know.com/grade2.htm#topic79

2. Explore equivalent fractions. What does “equivalent” mean? Write down a fraction that is equivalent to ½.

Click on the next activity.

Fill up the jar with water. What two fractions added up to a full jar? Draw it on your worksheet.           http://www.kidsolr.com/math/fractions.html

3. Find the explanation of fractions given on this website. Write down what this website says fractions are. What are two ways we are told they are written? http://www.mathleague.com/help/fractions/fractions.htm#whatisafraction

4. Zeebo says that a fraction can make a Magic One. What has to happen in order to make a magic one? Write it down in a complete sentence on your worksheet. http://www.coolmath4kids.com/fractions/fractions-03-magic-one-01.html

Visit Zeebo!

If you've ever split your candy bar up equally with friends, you've made fractions!

Candy bar fraction image from http://www.fundraiseralley.com/

Guidance

Reflection

Purpose: The purpose of this WebQuest is to provide an opportunity for students, who are just beginning their study of fractions, to discover some important concepts related to fractions.

Preceding event: Before embarking on this WebQuest, students have been exposed to fractions through the initial Everyday Math fractions lesson. This lesson covers parts and wholes.

Ensuing event: After the WebQuest, practice naming halves, thirds, and fourths will be done on a worksheet. Subsequent lessons from everyday math will reinforce the concepts they learned in the WebQuest. Within these lessons, more paper and pencil activities are completed, along with fraction card games and cutouts.

How it can improve learning: Students are generally motivated by games and opportunities to find new information on their own. These websites are targeted toward children and provide colorful and interactive models with which students work. The activities are self-directed and can be extended by extra-curious students.

How it can be improved: Subsequent WebQuests could be created to provide practice in adding and subtracting fractions and forming equivalent fractions.

Students used the activities on the websites provided to learn how to identify and compare halves, thirds, and fourths. They have also been introduced to how to write fractions, what fractions actually are, and seeing how putting fractions together can make one, or a whole.

Worksheet

1.   How many problems did you do get right in one minute? _________ (numerator)

How many problems did you do in one minute? ___________ (denominator)

First attempt:                                       Second attempt:                                                                                   third attempt:

____________                                    ______________                                               _________

2.   Equivalent means __________________________________________

A fraction that is equivalent to ½ is ______________.

3.   Explain what a fraction is.

Write “one-half” two different ways.

4.   What makes a “Magic One?”