LESSON

PLAN Mixed

Numbers and Improper Fractions

TIME: 10:50am

CLASS: 5B

DURATION: 60 mins

SCHOOL: LDVA

Competencies addressed:

Competency 2: to use mathematical concepts and processes

Cross Curricular Competencies/BAL:

CCC: To use information To solve problems

OBJECTIVES

By the end of this lesson, students will be able to understand what mixed numbers and improper fractions are. They will be able to convert mixed numbers into improper fractions and convert improper fractions to mixed. They will showcase their understanding by working collaboratively in teams and then explaining to the class what they did to solve the problem.

GROUP SIZE & MATERIALS

Group size: The whole class will participate Materials: Handout on mixed and improper Smartboard Math spiral copybook PowerPoint Deck of cards Pieces of construction paper

PROFESSIONAL COMPETENCIES:

In this lesson I would like to work on professional competency 6, “to plan, organize and supervise a class in such a way as to promote students’ learning and social development.” Since it is an important math lesson, I need to make sure that the class is attentive and focused. I want to ensure that everyone is on task and behaving properly; especially since there will be group work involved. I want to be very observant and make sure everyone is on task and ready to participate in the lesson. I want to make sure that no one misbehaves, and if they do, I need to react right away in order to prevent other misbehaviors.

TIME

LESSON

Introduction Before I begin my lesson I will remind students of how I expect them to behave. I will go over proper conduct when listening to a lesson. I will explain that everyone will be able to participate and speak out loud, however students must respect each other and not speak when others are speaking. I will explain that it is important to listen attentively since it is an important math lesson. I will also briefly go over what the lesson will consist of. Development To start the lesson I will go over what we know about fractions already to refresh their memories. (assessing prior knowledge) I will have a fraction up on the smartboard and students will need to identify the numerator, denominator and correctly say it out loud. I will then explain that today we are looking at two different kinds of fractions that we might not have seen before. I will place them on the board and ask students what makes them different. I will explain to the students that we will be learning about mixed numbers and improper fractions. I will explain to them what those two terms mean. Then, I will have my distributor hand out the notes they will need since their workbook does not have any notes on this topic. I will explain that we will be going through the notes together and highlighting the important information and adding things in. When I do this I will also have the notes on the smartboard so the students can follow along visually as well as auditory (multiple intelligences). We will go over the notes I have made as a class (see appendix 1) Once we have went through the notes we will practice what we just learnt by doing examples together as a class. (modeling)

TIME

LESSON

Once I feel like the students understand the concept of mixed numbers and improper fractions we will move on to the activity. Activity I will explain to the students how the activities will work and how I expect them to behave. Then, I will do an example of the activity with them so that it is clear what they need to do. (Modeling) Students will be placed in groups according to the classmates they sit with; therefore, the groups are simply the rows in which they sit in (5 groups of 4 students and 2 groups of 3 students). Where they sit is already strategically organized in a way where I believe all students benefit each other’s learning. In groups, they will have to work together (cooperative learning), in order to complete two activities. Activity 1: Each group will receive two cards from a standard deck of playing cards. The highest card number will automatically be their numerator and the lowest card number will be their denominator. This will create an improper fraction. Together, students must turn that improper fraction into a mixed number. They may show their work on a loose leaf. Example: if students get a 3 of spades and a 10 of diamonds their fraction will be !"

!,

they will then need to work together to change it into a mixed number, which would be 3 !

!.

Activity 2: Each group will receive pieces of a particular shape made of construction paper (see appendix 2); I will tell them what kind of shape it is and how many pieces make the shape. Together they must put the pieces together to create a shape. Once they figure put the shape together, they will notice that some shapes are complete and some shapes are missing pieces. Given this information, they need to write the mixed number down. Once they have figured out the mixed number, they will have to change that mixed number into an improper fraction. Example: if students put together 1 whole rectangle made of 3 pieces and only have 2 pieces left over, their mixed number would be 1 !

!. They will then need to change it

into an improper fraction, which would be !!

TIME

LESSON

(Kinesthetic). The reason I chose this activity is because it is very visual with the shapes and this is one way I am adapting to those students who struggle in math. They tend to understand better if something is hands-on and kinesthetic. I also have a student who is modified at the grade 3-4 level, therefore including shapes will really help him understand the concept better and he is working with his peers who can help him. Once students have finished they will put their heads down so I know they are ready to move on. Each team will get the opportunity to come up to the board and show the class what their mixed number and improper fraction was and how they changed it. Essentially, they are the ones who will be explaining to the class. (Cooperative learning).

TIME

Lesson

Closure/Transition To end the lesson, I will take questions regarding the concepts we just went over. If time permits, students will be able to start working on their homework, which are handouts regarding mixed numbers and improper fractions. Before the lunch bell rings, students will have to fill out an exit ticket, which is essentially a self-assessment and formative assessment about todays lesson (see appendix 3). All students must hand that in before the leave for lunch so that I am able to make sure all students understood the concepts. Assessment (what strategies are being used for understanding): Diagnostic assessment: This will occur at the beginning of the lesson when I am assessing what they already know about fractions. Formative assessment: Students will be formatively assessed through observation. As I am teaching my lesson and going over the concepts, if I see students that are unsure about something I will make sure to explain it in more detail and do more examples. I am assessing my students

TIME

Lesson

based on how they participate during the lesson. They will also be formatively asses through observation when they work in their teams. As I circulate I will pay close attention and make sure there are no students who do not know what to do. Students will also be formatively assessed when they come up to the board to explain their answers. What’s next? (Development/Extensions) Students will have to complete the handouts they receive for homework. Next class, they will also have to complete a Christmas stencil pertaining to mixed numbers and improper fractions. This is another way for them to practice these concepts. (see appendix 4) ______________________________________________________________________ Self- reflection: Overall the lesson went really well. The students got the concept and enjoyed doing the activity. The only thing I would change is perhaps splitting the activities up rather than doing them both at the end. I would explain mixed to improper then do the activity for that then explain improper to mixed and do the activity for that so I know students are fully understanding the two concepts. The self-assessment was great feedback for me to have. I now know who needs to spend more time on the topic and should come one day at recess to get another explanation.

Lesson Plan 1

Appendix 1

Mixed Numbers and Improper Fractions Make Mixed Numbers MAD... By changing them into improper fractions!

7 𝟏𝟒

MULTIPLY the whole number by the denominator! 7 x 4 = 28 ADD the product and the numerator! 28 + 1 = 29 The sum is the new numerator!

DENOMINATOR stays the same! 𝟐𝟗𝟒

Equivalent

improper fraction

Make Improper Fractions GLAD... By changing them into mixed numbers!

𝟐𝟗𝟒

GO DIVIDE the numerator by the denominator! 29 ÷ 4 = 7 R1 LEAVE the quotient whole number as the mixed number whole number!

7 𝟏𝟒

ALWAYS put the remainder as the numerator! Equivalent

mixed fraction

DENOMINATOR stays the same! Appendix 2

Appendix 3

Name: Circle the emoji that best represents how you feel after today’s lesson on mixed numbers and improper fractions.

I chose this emoji because: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Appendix 4