Title – Hershey Math

By – Densie Cortez

Primary Subject – Math

Grade Level – 4

Texas Essential Knowledge & Skills Math Standards:

Math (5.2.D) Number, operation and quantitative reasoning – use models to relate
decimals to fractions that name tenths, hundredths and thousands.

Learning Objectives:

1) The student will be able to use fractions in everyday situations.

2) The student will be able to find the equivalent fraction as 1/2 or 3/6 etc.

3) The student will be able to change fractions to decimals

Materials:

• Hershey bar (one for each student)
  
• Napkin

Pre-Activity Preparation:

• Have enough Hershey bars for each student at their table.
• Open the bar and set it on the napkin

Transition:

The students will stay at their desk. They will work individually with their
own bar, but they will work together to solve a same problem.

Establishing Set/Motivation/Introduction:

Ask students to tell where they see real life fractions (pizza, window panes,
etc.)

Learning Experiences/Presentation/Procedures:

1. Make sure to reinforce that students are not to touch the candy bar until
   further instructions.
   
2. Ask students to count how many Hershey’s pieces/parts the bar has.
   
   (8)
   
   
3. Since the topic is fractions, ask class where the total parts number goes
   on a fraction?
   
   (Bottom)
   
   
4. Then give the definition of a
   
   
   denominator
   
   
   .
   
5. Ask what fraction represents a whole bar.
   
   (8/8 = 1)
   
   
6. Ask what the equation would be if we broke the bar into two pieces.
   
   (4/8
   = 1/2)
   
   
   If they say 4/8, ask them what is 4/8 equivalent to.
   
7. Go around the classroom to see if any students have any questions while
   continuing to ask class to break pieces off the bar, and tell its equivalence.
   
8. You can also show a table of fractions with entries such as 2/8, and ask
   them to show you how it looks like with their chocolate, and then fill in
   the equivalent reduced fraction.

   2/8	1/4
   4/8	2/4 or 1/2
   2/4	4/8 or 1/2
   6/8	3/4
   3/8	no equivalent
   5/8	no equivalent
   8/8	8/8 = 4/4 = 2/2 = 1/1 = 1

Closure:

• Once the students have completely solving the problems given by you, you
  may let them eat the chocolate.
• Let them share what they liked the best about the lesson.

E-Mail

Denise Cortez

!