Jennifer McNett

1. Teacher Information
   • Title of Lesson : Dividing Chocolate Evenly

• Standards

  Science: Product: Learning about growth in South America

  Process: Observing and Questioning

  Math: Product: Learning Basic Fractions

  Process: Problem Solving

   

• Learning Styles: Dunn/Dunn

  Peers

  Analytical

  Global

Gardner:

Verbal Linguistic

Visual -- Spatial

Logical -- Mathematical

Intrapersonal

• Objectives:
• Academic: The students will construct a model of fractions and they will be using manipulatives to learn fractions. The students will also learn why chocolate is only grown in South and Central America.

1. Social Skills: The students will learn copperation skills by working with students in the class.

   Looks Like Sounds Like

   Getting Along Quiet

   Communicating Polite

   Respecting others and their property No arguing

    

Student Level: Second Grade and up

1. Time Requirement: One Hour (If the instructor wanted, she may focus on different areas in depth which will take longer.)
2. Background Information:
3. The history of chocolate.
4. Why chocolate is only grown in Central and South America.
5. Be able to locate many different geographical locations.
6. Fractions and how to figure them.
7. Prerequisite Information: Know what chocolate is, heard of or worked with some basic fractions, and heard of some geographical regions.
8. Materials: Fractions page, slips of colored paper, glue, marker, and fraction manipulatives (which will be provided by the teacher.)
9. Group Size: 2-5 people.
10. Roles:
11. Collector: Collects the slips of paper for his or her group.
12. Server: Will serve his or her group their cake.
13. Cleaner: Will pick-up all trash after eating.

1. Teaching Procedures
   
   • Introduction of Lesson: I would ask the students id they have ever used fractions before. Then I would tell them that I used fractions when baking the cake.

• Development of the Concept
  
1. Teach the children what numerator and denominator means and how to find each other.
2. Hand out the worksheet about fractions and four slips of paper.
3. Walk through and explain to the students how the following fractions are developed: 1, 1/2, 1/3, 1/4.
4. Give the students the fraction manipulatives.
5. Have them construct different fractions with the manipulatives.
6. Using the cake, the students will develop fractions while I am cutting it.
   
• Positive Interdependence: Each child'0s role is important. Each student must do his or her share in order to complete the assignment. The collector must gather the material to complete the fractions worksheet. The server will serve the members of his or her group. This will eleviate the amount of people moving about the classroom. The cleaner will collect all trash and throw it away. If there are less than or more than three, those students will be in charge of helping the others and show continuous support.
• Individual Accountability: Each group member will be able to explain the process of putting fractions together because each member must help another. Each group member will be able to explain to the instructor their job and what it consisted of.
• Criteria of Success: The students will correctly complete the two in class assignments on constructing fractions.
• Expected Behavior: The students will learn and demonstrate the concept of cooperation by working in groups.
• Monitoring: The teacher will observe how the students work together. The teacher will have a checklist of expected behaviors.
• Processing: Each group member will be given a form to evaluate the group members and the project.
• Conclusion: The student will cut the cake and discuss the proportions in fraction form.
• Evaluation: The students will correctly complete the "Fraction" assignment in the allotted time.

1. Extensions
   
   1. At home, the student must find other things they can use fractions on. (Example: cooking, sharing, etc.)
   2. The students will share their findings the next day in class. We as a class will discuss each one.
      
2. Resources
   • "Chocolate History"
   • http://www. Shoppingplace.com/chocolates/history.html
   • "The Sweet Lure of Chocolate" http://www.exploratorium.edu/exploring/choc_2.html
   • "From Tree to Chocolate" http://www.gourmetnet.com/john/chocolate-E02.html
   • "Frequently Asked Questions" http://www.cadbury.co.nz/question.htm