Created by:

Khaliyah Whidbee

Deja Holiday

Ny’Air Wiley

Emma Deaver

Cam’Ron Heckstall White

February, 2008

Addition –When you add fractions with like denominators, you add the numerators together

and keep the denominator the same.

Benchmarks-Benchmarks are used to help in fraction problems, in order to estimate fractions.

Compare – To see how two or more things are different

Denominator-is the number below the fraction bar in a fraction , and the total of equal parts in all

4/10 is equivalent to 2/5

Equivalent- Equal or the same in amount

Fractions-A fraction is a symbol used to name a part of a whole, a part of a set ,a location on a number line or a division of Whole numbers.

Greater than-(1/2 is greater than 1/3),greater than is a number bigger than another.

Half - one of two equal parts

Improper fraction-has a numerator that’s larger than the denominator or equal to.

June & July- represent 2/12 of the calendar

Kilogram-A gram is 1/1,000 of a kilogram.

Lowest term-A fraction is in lowest terms if the numerator and denominator have no common factor greater than one.

Click on the video icon to watch Emma explain changing a fraction to Lowest terms.

Mixed Number - A whole and a part of a whole

Numerator-is the number above the fraction bar in a fraction.

Order - Putting fractions in order from smallest to largest or largest to smallest.

1/2 > 1/3 > 1/4 > 1/5 > 1/6 > 1/8 > 1/10 > 1/12

1/2 > 1/3 > 1/4 > 1/5 > 1/6 > 1/8 > 1/10 > 1/12

Pound-1/16 of a pound is another way of saying 1 ounce

Quarter-one of four equal parts.

Reduce - to reduce a fraction in lowest terms, you have to identify the greatest common factor and divide both the numerator & denominator by the G.C.F. to reduce the fraction to lowest terms.

Simplest form-is a fraction in which the numerator and denominator have no common factors other than 1.

Click on the video icon to watch Ny’Air explain changing a fraction to simplest form.

Thirds- one of three equal parts of something

This shows 3/3 or 1 whole.

Under–The denominator is under the numerator and tells how many to use.

Vocabulary-there are many vocabulary words involving fractions . Some examples are benchmark, lowest terms, equivalent, reducing, numerator and denominator.

Two halves equal one whole.

Whole- undivided, one piece

X-represents 1/26 of the alphabet

Yellow hexagon-one red trapezoid is one half of one yellow hexagon.

Zero-can is used as a benchmark to estimate fractions.

The students will create 5 slides using Microsoft Power Point to define and illustrate fraction vocabulary studied throughout our fraction unit.

Competency Goal 1: The learner will read, write, model and compute with non-negative rational numbers.

1.01     Develop number sense for rational numbers 0.01 through 99,999. Connect model, number word, and number using a variety of representations.

1.03     Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths,

eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers.

Good Outcomes from the project:

Mrs. Harris’ Reflection: Students were excited about learning and seemed to be more motivated than usual to complete the project. Students were proud of

their finished slides and enjoyed using the various technologies from the computer itself, to the digital camera, and for some, the digital camcorder.

Students have become comfortable with saving and opening documents on the shared drive in their individual folders and this project allowed for them to have

more practice doing this.

Ms. Jackson’s Reflection: Ms. Jackson liked that this project allowed her students to use so many different resources such as the internet, notebook

software, textbooks, dictionaries, digital camera, digital camcorder, and manipulatives. Also, Ms. Jackson noted that our role in the classroom during this project became one of facilitator which gave the students ownership for

their own learning. One strength Ms. Jackson noted for this project was that we required students to complete story boards prior to creating their slides on the

computer to be approved by the teacher.

Problems encountered from the project:

Mrs. Harris’ Reflection: This project took more time to complete than we anticipated. It took 3 – 1 1/2 hour class periods to finish this project since the students lacked many of the technology skills needed. 100% of the class had never used a digital

camera on their own before at home or at school. Only 3 of the students, which are in the academically and gifted program had created a power point presentation before. I should not have shared so many resources with the students that they could use such as notebook software, digital camera, paint, internet etc.. this was overwhelming for

them as well as for us facilitators. Some of the students wanted us to tell them what to use for their image to show their fraction word instead of thinking and coming up with their own image. Their reaction to this project showed me that they have not been

exposed to this type of project based learning thus far in their education.

Ms. Jackson’s Reflection: Problems were encountered with using the digital camera because students did not even know how to insert the floppy disk into the camera. Students did not refer to the power point tutorial handout that was provided to them with the steps to complete their designated slides which caused for many revisions before being approved. One class period we did not have the projector and smart

board to review the power point tutorial with the students before they continued working which caused the students to raise their hands to ask more questions rather

than look at the power point tutorial handout provided to them. A checklist and/or rubric would have helped the students to know exactly what they needed to have upon

completion of the project.

Revisions we will make for next year with this project:

* Modify the Power Point tutorial so there is only one step per slide to complete and not multi-steps.

* Provide a checklist and a rubric on the first day that we introduce the project. * Show the power point tutorial at the beginning of each class period that the

class is working and allow for questions. * Use the document camera to show the class what the digital camera looks like, it’s features, how to take a picture and view a picture, and how to insert and eject the floppy disk once all of the story boards have been approved and students are

ready to begin taking pictures and creating their power point slides.* Model taking a picture and inserting it onto a slide of a power point presentation* Model renaming the picture on the computer and saving it to the shared drive.* Create a handout on how to use the digital camera as well with images of the

digital camera * Introduce only using the digital camera to create images and not paint and

notebook software unless they have already previously been exposed with using them.

Michael’s Reflection

Deja’s Reflection

Dustin’s Reflection

Ny’Air’s Reflection Sharon’s Reflection

Khaliyah’s Reflection

Emma’s Reflection

Emma’s Reflection #2