Introduction to Fractions

Curriculum Alignment

Based on the Common Core State Standards (CCSS) for Mathematics, this lesson aligns with:

• CCSS.MATH.CONTENT.1.G.A.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
  This lesson introduces the concept of fractions as equal parts in a way that is hands-on, visual, and accessible for students with autism, incorporating differentiated support for verbal and non-verbal students.

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Learning Objective

By the end of the lesson, students will be able to:

1. Identify and describe equal parts (halves and quarters) with visual and tactile aids.
2. Recognize and apply basic fraction vocabulary (half, quarter) in differentiated activities suited to their communication abilities.

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Materials Needed

• Large paper circles (cut-outs)
• Large paper rectangles (cut-outs)
• Colored playdough
• Visual fraction cards showing “1/2” and “1/4” with corresponding pictures
• Laminated "What Fraction?" Boards (boards divided visually into halves and quarters)
• Two small toy baskets or bins labeled "Halves" and "Quarters"
• Mini manipulatives (small toys or objects like erasers or beads)
• Dry-erase whiteboard and markers
• Reward system stickers or tokens (optional)

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Lesson Breakdown

1. Warm-up Routine (3 minutes)

• Teacher Greeting: Begin the class by greeting each student individually with their preferred communication method (verbal greeting, gesture, or eye contact).

• Fraction Song and Movement: Sing a simple, repetitive "Fraction Song" to a familiar melody (e.g., "Twinkle, Twinkle, Little Star"), with hand movements:

  “A whole circle, cut in two,
  Now we’ve got halves, yes it’s true!
  One half here, one half there,
  Equal parts are everywhere!”

  Use large visual aids to show what you're singing about. Invite children to follow along by pointing or mimicking hand motions.

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2. Introduction to Fractions (4 minutes)

• Visual Demonstration: Show a large paper circle and rectangle on the whiteboard.
  • Fold the circle to create two equal parts (halves) and label each section.
  • Fold the rectangle into four equal parts (quarters) and label each section.
  • Use simple, clear language: “If something is in 2 equal parts, each part is called a half. If something is in 4 equal parts, each part is called a quarter.”
• Use a relevant, real-world example to explain (e.g., “Imagine sharing a pizza with a friend. You would each get a half!”).

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3. Hands-On Activities (10 minutes)

Activity 1: Sorting Game (Verbal and Non-Verbal Students)

• Objective: Students will sort objects based on whether they represent halves or quarters.
• Instructions:
  1. Provide each student with a handful of laminated fraction cards (half and quarter symbols with visuals) and mini manipulatives.
  2. Using the "What Fraction?" boards, help students sort the materials into the labeled "Halves" and "Quarters" bins.
  3. For non-verbal learners, provide visual prompts or gestures to guide sorting.
  4. Provide verbal guidance and encouragement: “Great job! That’s a quarter!”

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Activity 2: Playdough Sculpting (Tactile/Creative Activity)

• Objective: Students will use playdough to create circles and rectangles, then divide them into halves and quarters.
• Instructions:
  1. Instruct students to roll out a circle or rectangle using playdough.
  2. Verbally prompt students to “Cut it into 2 equal parts. What are those parts called? Halves!”
  3. Encourage non-verbal students to connect by matching their shapes to large visual guides or pointing to a "1/2" or "1/4" card.
  4. Allow time for exploration; let the students reassemble their shapes to reinforce the idea of equal parts.

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Differentiation Strategies

• Verbal Students:

  • Engage them in conversation, asking, “What happens if we cut it into 2 parts? How about 4 parts?”
  • Encourage them to label their creations out loud.

• Non-Verbal Students:

  • Offer pre-made fraction visuals for matching or pointing.
  • Use gestures to model the task, and provide physical guidance as needed for cutting shapes evenly.

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4. Wrap-Up and Review (3 minutes)

• Reconvene as a group to review the main concepts:

  • Show a paper circle and ask, “What do we call it when it’s in 2 equal parts?” (Option to allow verbal responses or pointing to visuals.)
  • Use manipulatives to reinforce learning.

• Positive Reinforcement: Use the reward system to acknowledge participation. Offer a verbal or visual "high-five" for each student.

• Goodbye: End the lesson with a quick goodbye song:
  “We used halves, we learned quarters,
  Fractions are fun, on this border.
  See you next time, wave goodbye,
  Great job today, time does fly!”

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Assessment

Observe students during activities to assess understanding:

• Can they identify halves and quarters using visual aids?
• Are they able to partition playdough shapes correctly?
• For verbal students: Can they describe what halves and quarters are?

Provide anecdotal notes or checklist-based documentation for progress monitoring (e.g., "Student A successfully identified a half using a visual prompt.").

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Extensions (Optional)

• Challenge verbal students to partition a shape into 3 equal parts and discuss thirds.
• Integrate snack time: Use crackers or fruit slices as tangible fraction examples. Divide them into halves and quarters before eating.

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By blending sensory tools, clear visuals, and personalized student interaction, this lesson creates an inclusive, engaging introduction to fractions tailored for 1st-grade students with autism.