Fractions - Meagan Fullerton-Lee



FractionsGrade 53 weeksMeagan Fullerton-LeeRationaleThis unit is designed to help students capably manipulate and understand fractions. It focuses on students’ ability to evaluate equivalency: if they can establish something is equivalent, it gives them a good benchmark upon which to evaluate other fractions. Similarly, another emphasis in this unit is the ability to compare and organize fractions along a number line. This requires knowledge of number sense, which can be evaluated based on equivalency. The aspect of the unit which requires students to organize fractions is also tied into translating between fractions and decimals. This unit will also come with a booklet in which students can keep notes/examples pertaining to each outcome. As we encounter each new topic, I will hand them out the new page to work on. This is where we practice examples as class before heading into individual/small group work.I have chosen the learning activities in this unit to cater to each individual’s need to first synthesize and develop a process on their own, as well as self-monitor and help peers in group activities.Established Goals:Understandings:Students will understand that…Essential Questions:- How are decimals and fractions alike? How can one be used to represent the other?Students will know… Students will be able to do…- Recognize and create fractions that describe the same amount- use different fractions to describe the same part of an area- develop a strategy to determine and create equivalent fractions- use number lines to compare and order fractions- compare two fractions using equivalent fractions- represent and write amounts as equivalent decimals and equivalent fractions- compare and order fractions and decimals using equivalents- use logical reasoning to solve fraction and decimal problemsResources Needed:- Math Focus 5- Math Focus 5 Workbook, Answers, Teacher’s Manual- - Lesson 1 (and likely others): sets of counters/manipulatives- Lesson 2: tangram sets - Lesson 4: fraction strips- Lesson 6: 12 decks of cards; or sets of dice- Lesson 7: thousandths gridsAssessment Tool OverviewAssessment Tool TitleOutcomesBrief Description%ForASOFQuestion of the DayAll OutcomesEach day, we will end the class with an exit slip which asks a question related to the outcome we are exploring that day. Sometimes the exit slip will appear as part of their strategies booklet.Workbook PagesOutcome 2Outcome 3Outcome 6Outcome 8Workbook Pg 56Workbook Pg 57Workbook Pg 60Workbook Pg 62Unit TestAll OutcomesTest YourselfAll OutcomesWorkbook Pg 63Review CentresAll OutcomesOn our review days, I will set up a variety of the games we used to learn multiplication around the class. Students can cycle through them.One-on-One ConferencesVarious OutcomesOn activity days where there are games or computer time, I will call students up individually to show me how they solve problems.Monday 2Tuesday 3Wednesday 4Thursday 5Friday 6 Block 1* Mr. Bose – Basic Facts Block 2* Watch StudyJam* Getting StartedActivity Block 1* Computers Block 2* Lesson 1* Lesson 1 – finish practice Q’s* Lesson 2* Workbook pg 56* Lesson 3NO MATHMonday 9Tuesday 10Wednesday 11Thursday 12Friday 13 Block 1* Mr. Bose – Basic Facts Block 2* Workbook Pg 57* Lesson 4 Block 1* Computers Block 2* Lesson 5* Comparing FractionsCard Game*Lesson 6* Workbook Pg 60* Lesson 7NO MATHMonday 16Tuesday 17Wednesday 18Thursday 19Friday 20 NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOLMonday 23Tuesday 24Wednesday 25Thursday 26Friday 27 Block 1* Mr. Bose – Basic Facts Block 2* Lesson 8* Workbook pg. 62 Block 1* Review Games Block 2* Review*Review* Unit TestNO SCHOOLLesson Plan 1Watch StudyJam. Go through once, then go through again and stop to discuss each fraction (they skip over some pretty quickly). Draw 10 shapes on the board (some can be the same shape, or same color) and practice writing fractions from that. Using the Getting Started activity on pg 219 of the text (blackline master pg. 68 in Teachers Manual) for students to work in pairs to review what they know about fractions. If manipulatives aren’t available, use different colors of pencil crayons. Review an example as a class. Use the responses to the “What do you think” pg. 219 as an exit slip.Vocab: numerator, denominatorLesson Plan 2In computers, have them work on fraction games.Lesson 1. Jigsaw the Renee’s Fractions and Cara’s Fractions (3 table groups do one set, the other three table groups do the second set; then they meet as partners and walk through with each other). Complete the Equivalent Fractions notes sheet (prep different colored paper strips for this). Get started on Q’s (4, 7, 10, 11). Use question 5 as an exit slip.Vocab: equivalent fractionLesson Plan 3Finish up any Lesson 1 practice questions.Lesson 2. Have a competition and do curious math #1 (pg. 225) in pairs and race! Then, take out tangram sets. Ask them to make a square with the tangrams, which they will then trace on their paper. Then, work through figuring out how much of the space each takes up. Have students record it on their drawing (in the student booklet), or on a chart as they prefer. Then, discuss how the smaller pieces can be described as fractions of the large triangles. Have students complete Workbook pg 56.Lesson Plan 4Lesson 3. Return to the foldable we made in Lesson 1. Add up the quarters, eighths and sixteenths from the first half of the foldable, and have students consider what is done to the denominator to make half each time. Start from quarters down (to show doubling), and then from sixteenths up (to show halving). Two strategies for creating equivalent fractions are doubling and halving. Practice some examples in pairs (show with both diagrams and numbers), and share with the class. Then, move on to practice questions pg. 228 (2, 3, 5, 10). Exit ticket: write the fraction for how many students have pets in the class, and then write two equivalent fractions.Lesson Plan 5Lesson 4. Begin by checking number line skills – have students draw a number line up to 10. Ask where 0 is, and which numbers are bigger (and why). Provide students with the fraction strips, and have them work through the prompts on pg. 231 in pairs before we review as a class. Then, complete all practice questions pg. 232. Lesson Plan 6During computer time, they can play math games related to comparing fractions or work on equivalent fractions. As this is happening, have private conferences with students to check on their ability to find equivalent fractions.Lesson 5. Review comparing equivalent fractions using Stand-Up, Hand-Up, Pair-Up. Then, walk through Matthew’s Pizza Party (pg. 234) as a class. Emphasize that the pizzas have to be the same size around, otherwise the comparison is not fair. Then, do an example to go in the student’s strategy booklet. Finally, discuss/remind students how to use less than/greater than symbols. Then, students can get in pairs and play comparing fractions card game (they flip over four cards, which creates two fractions; then they have to determine which is greater/less than the other; they will write their work down). Exit ticket is question 3, pg. 236. Lesson Plan 7Lesson 6. Review using thousandths grids to write decimals and translate them to fractions (from Chapter 2 earlier in the year) by breaking it down into tenths, hundredths and thousandths (on their student workbook). Give students time to work through Cara’s Example pg. 240 individually before reviewing it as a class. Then, do some practice question where partners check each others answers before moving on to individual practice using Workbook pg 60. Exit slip is question 7 pg. 242.Vocab: equivalent decimalsLesson Plan 8 Lesson 7. Give each table group a thousandths chart. Have two groups each shade 2/10, 20/100, 200/1000 and write the decimal for it. Share as a class, then show on the student workbook. Work through Desmond’s Thinking pg 243 in pairs and review as a class. Individually complete practice questions, and self-check answers to fix any mistakes.Lesson Plan 9Lesson 8. Have a competition to answer Matthew’s riddle pg 246. Have students share how they solve it (and have another student repeat that student’s method). Complete Lauren’s problem pg 247 in pairs. Then, have students individually compete Workbook pg 62 –show their work on another page. If they finish they can work on review games.Lesson Plan 10During computer time, students can engage in review games of their choice, or use computers for fraction games. During this time, individually conference with students to see their understanding of equivalent fractions and decimals, as well as putting fractions in order.Review – Winner Takes All, Matching Parts, Snakes and Ladders, Tic-Tac-Toe BattleLesson Plan 11Review – Jeopardy Lesson Plan 12Unit Test ................
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