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“The Simplifiers/The Fractioneers”

Day 8 ~ Friday, June 21, 2013

7:30-8:30 am Planning/Preparation

← Do I have my agenda posted?

← Do I have all the materials for today?

← Do I have any questions/concerns that need clarification about today?

8:45- 9:00 am Student arrival to classrooms

← Explore Manipulatives

← Strategy Games

← Puzzles etc.

9:00 – 9:20 am Team Building Activity {options}

← Name game w/ball

← Toilet paper ~ ”Tell us about yourself”

← ABC game

← Make my number

← Who am I or Two truths and a lie

← Buzz

← Splat

9:20 – 9:40 am Class Meeting

← Compliments

← Review norms, rituals, and routines

← Address agenda book, if appropriate

← Agenda for the day

9:40 – 9:50 am Opening~ 7- 10 minutes (The Submarine Sandwich Lesson)

Teacher asks: What is a submarine sandwich? Has anyone in the class experienced eating one? Was your sandwich about a foot long or ½ foot long? The teacher will summarize the scenario.

← As you tell the story, place the pictures on the board to help kids keep things straight. After posing the questions above, ask the students to turn to the person they are sitting next to and talk for a few minutes about whether you think the situation was fair. Walk around to the different pairs and listen to their responses. I’m sure there will be some difference of opinions during the children’s discussions and let the comments the children make help drive your questions. ( If you’re using this format, please make copies of the pictures of the students and sandwiches from the website.) The teacher will set norms for rotating from group to group to solve each task.

←

← Explanation of Task – Students will work in groups to solve how much sandwich each group received as well as which group received the most sandwich. Each group must prove their work with a picture and an equation.

(Be sure to include the Talk Moves!) Can you explain what _____ said in your own words? _________ was that your thinking? Who can add or say more? I heard you say…. Anyone else had a different strategy?, Etc.

← Encourage students to have their work organized so others will understand. Remember not to abandon the unit fraction/the whole.

9:50 – 10:20 am Work-Period (25-30 minutes) (at least 5 minutes for each rotation)

~ Students work in groups to discuss and problem solve

Students must prove their justifications with a picture and a number sentence/equation

~ Listen to students’ discussions – Ask questions to clear up any misconceptions

10:20 -10:40 am Closure {20 minutes} Choose students to share 5 minutes prior to the closing! ~ Choose students to share based on their strategies or misconceptions. (Gallery Walk, Student Presentations)

~ Compare and contrast strategies

~ Remember talk moves ~ Can you explain what _____ said in your own words? _________ was that your thinking? Who can add or say more? I heard you say…. Anyone else had a different strategy?, Etc.

10: –40 11:00 am Summary of Lesson/Taking the Lesson Deeper

The teacher draws a number line with the numbers 0-3. The teacher asks the following questions:

• I’m wondering, what the whole numbers represent on the number line?

• How many wholes are there?

• Can someone show the class where the three sandwiches are represented on the number line?

• In your model you divided the sandwiches into 4 equal parts? How can this be done on the number line?

• Which unit fraction is being represented?

• How can we show the fractional amount each group received?

• The teacher will have the students count by the unit fraction ¼ to label the number line.

• How many 1/4 (s) are equivalent to 1 whole sand? 2 whole sandwiches? 3 whole sandwiches?

• Which group received the most sandwich? Was the fair? “Say Why?” or

• “Say Why Not?”

“The Simplifiers/The Fractioneers

Day 8 ~ Friday, June 21, 2013

Continued…………

11:00 – 11:10 am Snack ~ Adventure to Fitness

11:10 – 12:15 pm Choice Classes

12:20 – 12:50 pm Wrap up /Clean room/Technology Exploration

← Students should organize their space for next day

← Students explore technology through fractions

← Any unfinished work can be finished

12:50 -12:55 pm Journal entry ~ How would you work out a fair system to ensure that each student would receive the same amount of sandwich?

12:55 pm Dismissal

Notes:

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