Name Fractional Parts of Whole Objects - West Orange-Cove ...



Week 1 and 2Apr 29 – May 3May 6 - 10Major Concepts:FractionsLearning Standards:(3) Number and Operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: (A) partition objects such as strips, lines, regular polygons, and circles into equal parts and name the parts, including halves, fourths and eighths, using words such as “one-half,” “three-fourths;” (B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part; (C) use concrete models to count fractional parts beyond one whole using words such as “one-fourth,” “two-fourths,” “three-fourths,” “four-fourths,” “five-fourths,” or “one and one-fourth,” and recognize how many parts it takes to equal one whole such as four-fourths equals one whole; and (D) identify examples and non-examples of halves, fourths, and eighths.Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentKey Vocabulary – whole, part, equal, unequal, halves, thirds, fourths, fraction, set, eighths, fractional partMath background for the teacher: Fractional parts are equal parts of the whole.A fraction compares a part to a whole.A whole can be one object or a group of objects.On a number line the distance from 0 to 1 is the unit.Fractional parts name the parts of the whole.The more fractional parts used to make the whole, the smaller the parts.Students at this age are able to comprehend sharing equal parts with friends so use this and build the bridge to fractional parts.The bottom number (denominator) tells how many equal parts the whole is divided into.The top number (numerator) tells how many equal parts are indicated. Begin fractions with sharing tasks: (Van de Walle). Students should use manipulates to solve the following problems: NOTE: each solution should be followed by discussion and connection to fraction vocabulary like one half, two-thirds, etc.Mary and John are sharing one brownie. How much will each one get? (1/2)Bill is sharing five brownies with a friend. How many brownies will each one get? (2 ?)Mrs. Smith is sharing 2 brownies between four children. How many brownies will each child get? (1/2)David is sharing three brownies with himself and 3 friends. How many brownies will each person get? (3/4)Next have students to use manipulatives to solve the following problems. After solving each have students to record their findings in the form of pictures that they draw in their spiral.Six pizzas shared with 6 childrenFour pizzas shared with 6 childrenSeven pizzas shared with 6 childrenFive pizzas shared with 3 childrenConnect fractional parts to rulers and number lines. For each fractional part in the examples, label it on a number line.Activity: Make templates for a bowl and “scoops” Students can use different colors of construction paper for different flavors of ice-cream. Students label their scoops in terms of fractions. So, if there are 8 scoops altogether, and a student put 3 scoops of mint chocolate chip, she writes "3/8 mint chocolate chip." enVision Math Topic 10enVision Math ToolsFraction circlesFraction squaresCuisenaire rodsFraction StripsRed/Yellow counters enVision GamesBoard games for fractionsIntervention/ExtensionStudents will work in small group with the teacher using red/yellow counters. The teacher will use the two-sided counters to display and illustrate parts/whole.enVision Math AssessmentProduct/ProjectStudents will make a foldable or book for fractional parts from 1 whole – 12/12Name Fractional Parts of Whole ObjectsName fractional parts of a whole object when given a concrete representation.Provide the students with concrete representations of a whole object and prompt the students to identify fractional parts of the whole object.Example:Ask the students, “What fraction of the square is labeled green?”Answer: 2 of the 4 equal parts of the square are green, or of the square is green.Example:Ask the students, “What fraction of the circle is shaded?”Answer: 8 of the 12 equal parts of the circle are shaded, or of the circle is shaded.Example:Ask the students, “What fraction of the octagon is NOT shaded?”Answer: 5 of the 8 equal parts of the octagon are not shaded, or of the octagon is not shaded. Represent Fractional Parts of Whole ObjectsCreate and name fractional parts of a whole object.Prompt the students to create a representation of a fractional part of a whole.Example: Prompt the students to create a fractional part of a whole object that represents 4 out of 12 equal parts or.Possible Representation:Prompt the student to explain their fractional representation:Possible Answer: “I drew a rectangle with a total of 12 equal parts and I shaded 4 of the equal parts to represent the 4 out of 12 equal parts or . Describing Parts of a WholeUse concrete models to determine if a fractional part of a whole is closer to 0, , or 1.Example:Ask the students, “Is the shaded fractional part of the whole closer to 0,, or 1?”Answer: The shaded fractional part of the whole is closer to 1.Example:Ask the student, “Which model has a shaded fractional part of the whole that is closest to ? Answer : Name Fractional Parts of a Set of ObjectsName fractional parts of a set of objects when given a concrete representation.Provide the students with concrete representations of sets of objects and prompt the students to identify fractional parts of the set of objects.Example:Ask the students, “Which set is circles?”OrAnswer:Example:Ask the students, “What fractional part of the set of counters is red?” Answer: 5 of the 8 parts of the set of counters are red, or of the set of counters are red.Example:Ask the students, “What fractional part of the set of stickers are NOT moons?”Answer: 8 of the 12 parts of the set of stickers are not moons, or of the set of stickers are not made up of moons. Represent Fractional Parts of a Set of ObjectsCreate and name fractional parts of a set of objects.Prompt the students to create a representation of a fractional part of a set of objects.Example: Prompt the students to create a fractional part of a set of objects that represents 6 out of 10 equal parts or.Possible Representation: Prompt the student to explain their fractional representation:Possible Answer: “I used 4 circle counters and 6 square counters to create my set of 10 objects. The fractional part I am describing is the 6 out of 10 parts that are square counters or.Rethinking Elementary Mathematics for Grades 1-2, “Shake Spill: Fraction Task Card.” Week 3 and 4May 13 – 17May 20 - 24Major Concepts:ProbabilityLearning Standards:Students learn and practice probability in everyday situations.Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentVocabulary – probability, predict, more likely, less likely, equally likelyMath background for teachers:The outcome of prior trials does not impact the next.The probability of a future event is a number between 0 and 1.A probability of 0 means that it is impossibility and a 1 means that it is a certainty.Connect outcomes to fractions.Begin by asking students to judge events as certain, impossible, or possible (it might happen):It will snow tonight (in Texas in May)It will rain todayThe cow will jump over the moonYou will fly to Alaska tomorrowIf I drop a large rock into the river it will sinkEach event should be thoroughly discussed. The events that may occur needs to be discussed and students led to see that although they may occur, they are likely not to happen or to happen because of ….enVision Math Topic 20 (20-5)enVision ToolsspinnersdicecoinsProbability stations to include:drawing specific items from a bagSpinning a certain color or number on the spinnerCoin toss Rolling a specific number or rolling an odd number or an even numberInterventions/ExtensionsStudents will work with a buddy in the stations to help them work through the problems.Teacher made formal assessmentProduct/ProjectStudents will write a probability problem for their partner to solve.ProbabilityUse data to describe events as less likely or more likely.Prompt the students to use data to describe events as less likely or more likely.Example:Distribute a bag with 8 green marbles and 2 blue marbles to each pair of students. Prompt the students to draw a marble from the bag, record its color, and return the marble to the bag. Prompt the students to repeat the procedure 20 times.Ask the students, “What color marble is less likely to be drawn?”Answer: Blue Ask the students, “What color marble is more likely to be drawn?”Answer: GreenExample:Provide the students with a spinner such as the one shown below.Prompt the students to spin the spinner 20 times and record the results of each spin.Possible Results:OutcomeResults12 Ask the students, “If we spin the spinner again, which number is more likely to be spun?”Answer: 2Ask the students, “If we spin the spinner again, which number is least likely to be spun?”Answer: 1Week 5 and 6May 27 - 31Jun 3 - 7Major Concepts:Multiplication and divisionLearning Standards:(6) Number and Operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to: (A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and (B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.(7) Algebraic Reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: (A) use relationships and objects to determine whether a number up to 40 is even or odd; (B) use relationships to determine the number that is 10 or 100 more or less than a given number up to 1,200; and (C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentKey vocabulary – multiplication, division, equal groups, product, factor, horizontal, vertical, multiply, divide, divided by, input, outputThe next two weeks will be focused on multiplication and division. Students will learn to join equivalent set to multiply and separate objects into equal sets to divide.Math background for teachers:Multiplication may be thought of as repeated addition and involves joining equal groups.An array involves joining equal groups and is another way to think of multiplication.Two numbers can be multiplied in any order.Help students make connections to multiplication through skip counting.Use number lines to solve multiplication problems.enVision Math Topic 13 and 14enVision Math Toolsfoam tiles (for arrays)counterscardsdiceUnifix Cubes enVision Math gamesInterventions/ExtensionsStudents will work with the teacher and do cube-train skip counting (TE 373H)enVision Math AssessmentProduct/Project:Students will make a multiplication book for math factsModel, Create, and Describe Multiplication SituationsModel multiplication situations in which equal sets of concrete objects are joined.Prompt the students to use concrete objects to model multiplication situations. Example:Hugh wants to give 3 baseballs to each of his 6 friends. What is the total number of baseballs that Hugh will give to his friends?Answer: 3 eachAsk the students, “How can we model this multiplication situation?”Answer: 18 baseballsCreate multiplication situations in which equal sets of concrete objects are joined.Prompt the students to create multiplication situations in which equal sets of concrete objects are joined.Possible Answer:There are 3 ponds in the park. In each pond, there are 5 ducks. How many ducks are there in all? Answer: 15 ducksDescribe multiplication situations in which equal sets of concrete objects are joined.Prompt students to describe multiplication situations in which equal sets of concrete objects are joined.Example:Ask the students, “How can we describe this multiplication situation?”Possible Answer: “There are 4 groups of 4 frogs. The 4 groups can be added together for a total of 16 frogs.”Model, Create, and Describe Division SituationsModel division situations in which a set of concrete objects is separated into equivalent sets.Prompt the students to use concrete objects to model division situations.Example:Donna purchased 5 plant stands for her 20 plants. How many plants could she put on each plant stand?Ask the students, “How can we use counters to model this division situation?”Possible Answer:Create division situations in which a set of concrete objects is separated into equivalent sets.Prompt the students to create a division situation in which a set of concrete objects is separated into equivalent sets.Example:There were 8 baseball bats equally shared between 2 teams. How many baseball bats did each team receive?Answer: 4 baseball batsDescribe division situations in which a set of concrete objects is separated into equivalent sets.Prompt the students to describe a division situation in which a set of concrete objects is separated into equivalent sets.Example: Ask the students, “How can we describe this division situation?”Possible Answer: “There were a total of 12 cookies that were divided into 4 equal groups. Each group had 3 cookies.”Patterns in Whole NumbersIdentify patterns in numbers.Prompt the students to identify and describe patterns in numbers.Example:Prompt the students to discuss patterns in a 100s chart. Ask the students, “What patterns do you see in the numbers that are shaded on the 100s chart?”Possible Answer: “The numbers in the columns increase by 10. The shaded numbers are even numbers.”Example:Prompt the students to skip count by 3s and shade those numbers on a hundreds chart.Ask the students, “What patterns do you see in the numbers that are shaded on the 100s chart?”Possible Answer: “The shaded diagonal lines increase by 9. The shaded numbers skip count by 3s.”Example:Prompt students to identify the pattern created by the numbers and determine the number that is missing from the pattern. 464238342622Answer: Subtract 4; 30Generate Lists of Paired NumbersGenerate a list of paired numbers based on real-life situations.Prompt the students to use real-life situations to generate a list of paired numbers.Example:Prompt the students to describe and list objects that come in two’s, three’s, four’s, five’s and six’s. Prompt the students to record their results.Possible Answer:Objects that come in 3s:Wheels on a tricycleCorners on a trianglePrompt the students to select one of the objects to generate a table of paired numbers.Possible Answer:Number of TricyclesNumber of Wheels132639 Identify and Extend Patterns in Lists of Related Number PairsIdentify patterns in related number pairs and extend the pattern.Prompt the students to identify patterns in a list of related number pairs based on a real-life situation and extend the list.Example:Ask the students, “What patterns do you see in this table?”Number of CarsNumber of Wheels14283124165?Possible Answer: “For each car, there are 4 wheels. This means that if we have 2 cars, we have 8 wheels.”Ask the students, “If there are 5 cars, how many wheels are there?”Possible Answer: “There are 20 wheels because for each car there are 4 wheels, and, if we had 5 cars, there would be 20 wheels.”Example:Prompt the students to determine the pattern in a list of related number pairs in order to determine the missing information. Ask the students, “What patterns do you see in this table?”Pairs of Shoes12345Number of Shoes24810Possible Answer: “For each pair of shoes, the number of shoes increases by 2.”Ask the students, “What number is missing from the table? How do you know?”Possible Answer: “6. If there are2 shoes for 1 pair of shoes and 4 shoes for 2 pair of shoes, there are 6 shoes for 3 pairs of shoes.”Identify, Describe, and Extend PatternsIdentify, describe, and extend repeating and additive patterns to make predictions and solve problems.Prompt the students to identify, describe, and extend patterns to make predictions and solve problems.Example:Meagan plans to sell lemonade after school on Friday. She makes 10? for every cup of lemonade that she sells. How much will Meagan make if she sells 8 cups of lemonade?Number of CupsAmount of Money Made110?220?330?440?550?660?78Ask the students, “What is the pattern in the table?”Possible Answer: “For each cup of lemonade Meagan sells, she earns 10?.”Ask the students, “How much money will Meagan make if she sells 8 cups of lemonade?”Answer: 80?Describe and use patterns to solve problems.Example:William drew the following designs on his paper and recorded the number of tiles used in each design in a table. 1 2 3 4Design NumberNumber of Tiles122436485Ask the students, “What is the pattern in the table?”Possible Answer: “For each design William draws, he adds 2 tiles.”Ask the students, “How many tiles will William need for Design 5?” Answer: 10 tiles ................
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