Teacher: Mahoney



Teacher: |Subject/Grade: Math/Ger. 5 |Date:7/10/06 | |

|Framework: 5.N.4 Demonstrate an understanding of fractions as a ration of a whole number |

|Objective (what should |Students will be able to find equivalent fractions using fraction cards. |

|students know and be able to |Students will understand that the denominator tells the number of pieces within a whole. |

|do) | |

|Materials | |

| |Construction paper, crayons, scissors, journal, pencil |

|Vocabulary | |

| |Numerator, denominator, fraction, whole number, equivalent |

|Launch | |

| |Display a fraction on the board. Example: 3/8 |

| |In groups ask students to tell 10 facts about the number. |

| |Share facts whole class and discuss. |

| | |

| |Review what information the numerator and the denominator tell about a number. |

|Explore |Discuss the difference between a whole number and fractions (connect to decimals). |

| |Create fraction cards on construction paper. |

| |1 whole, ½, 1/3, ¼, 1/6, 1/8 |

| |4. Find equivalent fractions. Example 1/8 +1/8 =1/4 |

|Summarize | |

| |In journal explain the importance of the numerator and the denominator in a fraction. |

| | |

|Homework |Have a fun afternoon! |

|  | |

|Teacher: Mahoney |Subject/Grade:Math/Gr.5 |Date: 7/11/06 |

|Framework: 5.N.4 Demonstrate an understanding of fractions. |

|5. N.13 Add and subtract fraction with like denominators. |

|Objective (what should |Students will be able to order fractions from least to greatest. |

|students know and be able to |Students will add and subtract fractions with common denominators. |

|do) | |

|Materials | |

| |Spinners, paper clips, pencils, fraction cards, math journal |

|Vocabulary | |

| |Greater than, less than, equivalent, sum, difference |

|Launch | |

| |Using fraction cards show given amounts: 2/3, 5/8, 4/6, ½, 2/4 …..) |

| |Find two fractions that are equal to ½. |

| | |

| |Use fraction spinners-spin twice and record fractions. |

|Explore |Students decide which sign to use between the recorded fractions ,= |

| |Add fractions with like denominators. Students may also use their fraction cards created in previous lessons. |

|Summarize | |

| |Students order fractions in journal and explain why they put them in each spot. ¾, ½, 5/8, 2/6 |

| | |

|Homework |Go swimming! |

|  | |

|Teacher: Mahoney |Subject/Grade: math/5 |Date: 7/12/06 |

|Framework: 5.N.4 Demonstrate an understanding of fractions as a ration of a whole number. 5. N.13 Accurately add and subtract fractions. |

|Objective (what should | |

|students know and be able to |Students will find common denominators to add and or subtract fractions. |

|do) | |

|Materials | |

| |If-Then Worksheet, pencils, fraction cards, spinners, score sheet paper/scrap, math journal |

|Vocabulary | |

| |Equivalent, numerator, denominator, equivalent, sum, difference |

|Launch | |

| |Complete the If-Then worksheet together. Have students record the number to correlate with the picture. |

| |Example If @@=1/2 Then @@@@@=_______ |

| | |

| | |

|Explore |Make fraction spinners together. |

| |With a partner, take turns spinning for two fractions each. |

| |Add the fractions together. The student with the greatest sum gets one point. The game ends when one player gets 5 points.|

| |Repeat the game using subtraction. This time you may choose to say the player with the smallest difference earns the point.|

|Summarize | |

| |In math journals, have students explain how to add the following fraction: |

| |3/8 + 4/12= |

| | |

|Homework |Read a good book in a shady spot. |

|  | |

|Teacher: Mahoney |Subject/Grade: Math/Gr.5 |Date: 7/13/06 |

|Framework: 5.N.5 Identify and determine common and equivalent fractions and mixed numbers, decimals and percents. |

|Objective (what should | |

|students know and be able to |Students will be able to recognize and record a number as a decimal, fraction and a visual |

|do) | |

|Materials | |

| |Math journals, chart worksheet, pencils |

|Vocabulary | |

| |Fraction, decimal, equal, equivalent |

|Launch | |

| |In journals students are asked to answer the following question: |

| |Is this a true statement, 12.25=121/4? Explain. |

| | |

| |Review journal entries together (review money-quarters 4 in one dollar). Decide on an answer together. |

|Explore |Complete Decimal-Fraction-Picture Chart for given numbers |

| |Check together. |

|Summarize | |

| |Explain why ½ is equal to 0.5. What percent would be equal to ½ or 0.5? |

| | |

|Homework |Go for a walk. |

|  | |

|Teacher: Mahoney |Subject/Grade: Math/5 |Date: 7/17 |

|Framework: 5.N.4 Identify and determine common and equivalent fractions. |

|Objective (what should | |

|students know and be able to |Students will understand that they are not changing the value of a number when finding an equivalent fraction. |

|do) | |

|Materials | |

| |Chart paper, markers, journals, fraction cards |

|Vocabulary | |

| |Common denominator, equivalent |

|Launch | |

| |Journal question: Joe solved the following addition problem in math class. |

| |1/3+1/6=2/9 |

| |Did Joe solve the problem accurately? Explain using what you know about common denominators. |

| | |

| |Share journals. Decide if Joe was correct or incorrect. |

|Explore |Use fraction cards to solve the problem. |

| |Review adding fractions and finding common denominators. |

| |Add several more equations with fraction cards and finding the common denominator. |

| |Review using subtraction. |

|Summarize | |

| |In journal: Is this a true statement? |

| |1/5=20/100 |

| |Why or why not? |

| | |

|Homework |Go for a bike ride and enjoy the afternoon! |

|  | |

|Teacher: Mahoney |Subject/Grade: math/5 |Date: 7/5/06 |

|Framework: 5.N.2 Demonstrate an understanding of place value through millions |

|Objective (what should | |

|students know and be able to |1. Students will be able to identify the value of a digit within a large number up to millions. |

|do) | |

|Materials |1. Construction paper 2. Index cards 5x7 3. Numeral cards 4. Chart paper 5. Markers 6. Pencils 7. Paper 8. math |

| |journal |

|Vocabulary |Ones, tens, hundreds, thousands, ten thousands, hundred thousands, millions, value, digit |

|Launch | |

| |Write a large number on the board. |

| |Create a number line on the floor (ones-millions). |

| |Discuss the value of given digits within a number. |

| | |

| |Assign selected students numeral cards. |

|Explore |Students line up according to the value of their given digit. |

| |Have selected students check the place. |

| |Record large numbers on a chart. |

| |Build individual place value charts with construction paper and eight boxes. |

| |Rebuild the numbers recorded on the large chart. |

| |On Math paper numbers on a T chart. Number-Value |

|Summarize | |

| |Check T chart together. |

| |In math journal respond to the following question: Tell me what you have learned about the value of a digit in a large |

| |number. Use examples. |

| | |

|Homework |Enjoy the sunny day! |

|  | |

|Teacher: Mahoney |Subject/Grade:Math/Gr. 5 |Date:7/6/06 |

|Framework: 5.N.2 Demonstrate an understanding of place value through millions |

|Objective (what should |Using place value, students will be able to order large numbers from least to greatest. |

|students know and be able to | |

|do) | |

|Materials | |

| |Math journals, number line, place value mats, index cards with numbers ranging from 1 to 1,000,000 written on them, pencils |

|Vocabulary | |

| |Place value, digit, compare, greatest, least, number line |

|Launch | |

| |Students will share journal entries from the previous day. |

| |Take out place chart created from previous day and build numbers up to millions. |

| | |

| |Distribute numbers on index cards. As each card is handed out, have students read the numbers aloud. |

|Explore |Select 3-5 students to arrange themselves with the number cards from least to greatest. |

| |Assign one other student to be the checker. |

| |Repeat the activity using larger numbers and more students. |

| |Have students continue the activity in small groups. |

|Summarize | |

| |After students arrange their numbers in small groups, students will record their work in their journals and explain how they|

| |arranged their numbers from least to greatest. |

| | |

|Homework |Enjoy an outdoor activity. |

|  | |

|Teacher: Mahoney |Subject/Grade: Math/Gr.5 |Date: 7/7/06 |

|Framework: 5.N.2 Demonstrate an understanding of place value through millions and thousandths |

|Objective (what should | |

|students know and be able to |Students will be able to identify the value of a digit in a number up to the thousandths place. |

|do) | |

|Materials | |

| |Index cards, math journals, place value mats, place value floor mats, construction paper, scissors, glue, tape |

|Vocabulary | |

| |Tenths, hundredths, thousandths, place value, whole number, least, number line |

|Launch | |

| |1. Review constructing whole numbers on the place value chart. |

| |2. Introduce decimals by asking questions comparing whole numbers. |

| |3. Build decimal side of place value mat-tenths, hundredths, thousandths. |

| | |

| |Students build given numbers including decimals on place value mats and using base 10 blocks. |

|Explore |Students order decimals on the number line 0 to 1. |

|Summarize | |

| |In math journals, students order given numbers from least to greatest. They also explain how they know they are correct in |

| |their order. |

| |(.32, 3.2, 3.02, 30.02, .3002) |

| | |

|Homework |Go outside and play. |

|  | |

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