TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: |3rd 6 Weeks |PLAN CODE: | |
|Teacher: |Winton |Course/subject: |Mathematics |
|Grade(s): |6 |Time allotted for instruction: |1 – 1 ½ hours |
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|Title: |Understanding Fractions |
|Lesson TOPIC: |Fractional parts |
| | |
|TAKS Objective: |Objective 6: The student will demonstrate an understanding of the mathematical processes and |
| |tools used in problem solving. |
|FoCUS TEKS and Student Expectation: |(12) Underlying processes and mathematical tools. The student communicates about Grade 6 |
| |mathematics through informal and mathematical language, representations, and models. The student|
| |is expected to: |
| |(A) communicate mathematical ideas using language, efficient tools, appropriate units, and |
| |graphical, numerical, physical, or algebraic mathematical models |
|Supporting TEKS and Student Expectations: |(2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and |
| |divides to solve problems and justify solutions. |
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|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Fraction |A fraction is a number that names part of a group or part of a whole. |
|Fractional part |A fractional part is a part of a fraction. |
| | |
| | |
| | |
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[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections
Materials needed:
• Oranges or Tangerines
• Newspapers
Divide students into groups of 3 or 4. Provide each group with an orange and a newspaper to cover the desk or table. Have a student in the group carefully peel the orange/tangerine and divide the sections. Have the group count the sections and record the answer on a piece of scratch paper.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
Tell the class that an orange/tangerine divided into sections is an example of a fraction in nature. Ask for a volunteer from each group to explain how many sections the group has found. Illustrate how this would look in fractional terms on the board. If the orange/tangerine has eight sections, one section would represent 1/8 and so on. Now demonstrate for the class how to add some sections together and represent as a total fraction. Illustrate subtraction by removing slices from the total and have students discuss the fraction that would represent this amount.
C. Guided activity or strategy
Tell the class that fractions can be added together to make a whole or more than a whole. Have students reorganize to form groups of 5, with the members taking pieces of the group orange/tangerine as they move. Once the groups have been restructured, have the new groups calculate the fraction of orange/tangerine they have. Teacher will monitor as students restructure. Once groups have been formed, ask each group to give the teacher their data and the teacher will demonstrate the new fractional parts. Next discuss and illustrate multiplying fractional parts. Explain that fractions are found in all aspects of life. A real-world example would be utilizing a recipe. Tell the class that they are going to increase a recipe to practice working with fractional parts.
D. Accommodations/modifications
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
Give each student a copy of the Biscuit Recipe Worksheet. Tell the class that they are going to use fractions to convert a recipe so that it will feed the specified number of people.
B. Accommodations/modifications
C. Enrichment
iii. Assessment of Activities
A. Description
Student will complete the Biscuit Recipe Worksheet individually.
B. Rubrics/grading criteria
Grades may be taken based on the Biscuit Recipe Worksheet Answer Key/Grading Rubric.
C. Accommodations/modifications
Students needing extra help with fractions may be taken to the computer lab to utilize the web site below:
D. Enrichment
E. Sample discussion questions
• In what other real-world situations do you work with fractional parts?
• There is an old saying pertaining to carpenters: “Measure twice, cut once.” What does this mean?
IV. TAKS Preparation
A. Transition to TAKS context
The teacher will lead the students in a discussion of how fractional part problems may look in test format by placing the TAKS questions below on the board/overhead.
B. Sample TAKS questions
1. John is going to make three kinds of cookies. He will need 2 1/3 cups flour for the first kind, 2 1/4 cups flour for the second kind, and 3 1/3 cups flour for the third kind. How much flour does John need for all three kinds of cookies?
A. 8 1/2 cups
B. 7 11/12 cups
C. 5 2/3 cups
D. 5 7/12 cups
2. When Marco’s dog got loose, it ran 1/3 mile on Pine Street, 1 1/2 miles on Oak Street, and 2 5/6 miles on Hickory Street. Which procedure can Marco use to find the total distance in miles that his dog ran?
F. Multiply the sum of the whole numbers by the sum of the fractions, using a common denominator when necessary.
G. Find the difference between the sum of the whole numbers and the sum of the fractions, using a common denominator when necessary.
H. Add the sum of the whole numbers and the sum of the fractions, using a common denominator when necessary.
J. Divide the sum of the whole numbers by the sum of the fractions, using a common denominator when necessary.
V. Key Vocabulary
Fraction, Fractional Part
VI. Resources
A. Textbook
Math Advantage, Middle School I
Chapter 5: Adding and Subtracting Fractions
• Adding and Subtracting Unlike Fractions, pp. 106 – 107
• Adding Unlike Fractions, pp. 108 – 109
• Subtracting Unlike Fractions, pp. 110 – 111
Chapter 6: Adding and Subtracting Mixed Numbers
• Adding Mixed Numbers, pp. 120-121
• Subtracting Mixed Numbers, pp. 122-125
Chapter 7: Multiplying and Dividing Fractions
• Multiplying with Fractions, pp. 136 -139
B. Supplementary materials
• Biscuit Recipe Worksheet
• Biscuit Recipe Worksheet Answer Key/Grading Rubric
C. Technology
Students needing extra help with fractions may be taken to the computer lab to utilize the web site below:
VII. follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
An extension activity would be to utilize a ruler or tape measure and measure various objects and note various lengths in fractional units. Combine the length of various objects to practice adding fractions. Delete objects to practice subtractions.
VIII. Teacher Notes
If you feel that oranges/tangerines are too messy, Hershey’s candy bars may be used instead. Use the individual pieces of the candy bar to illustrate the fractional amounts.
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