kimberlymacdonald.weebly.com · Web viewName and record the shaded and non-shaded parts of a given whole region, object or set

Miss MacDonald Grade Four

St. Joseph’s School, Coaldale

Math Long-Range Plan

JANUARY

Strand Learning Activities

SLO Achievement Indicators

Number Concepts

Pizza Math Fractions

Review booklet

Bakery Project

SLO #8Demonstrate an understanding of fractions less than or equal to one using concrete, pictorial and symbolic representation to:- Name and record fractions for parts of a whole or a set.

Represent a given fraction, using a region, object or set

Identify a fraction from its given concrete representation.

Name and record the shaded and non-shaded parts of a given whole region, object or set.

Represent a given fraction pictorially by shading parts of a given set.

Represent a given fraction pictorially by shading parts of a given whole region, object or set.

Resources: - “Fraction Fun” by David A. Alder - Program of studies - Bakery project from Linda Baron

FEBRUARY



Number Concepts

Decimals workbook and quiz

Math centers Koosh ball

review game

SLO #10Relates decimals to fractions and fractions to decimals.

Express, orally and in written form, a given fraction with the denominator of 10 or 100 as a decimal.

Read decimals as fractions. Express, orally and in written form, a

given decimal in fraction form. Express a given pictorial or concrete

representation as a fraction or a decimal Express, orally and in written form, the

decimal equivalent for a given fraction.Number Concepts

Classroom monopoly banking game

Math centers Bakery

SLO #11Demonstrate an understanding of addition and subtraction of decimals by:

Predict sums and differences of decimals, using estimation strategies

Determine sums and differences using mental math

Refine personal strategies to increase



Project Part. 2 (decimal addition and subtraction)

using personal strategies to determine sums and differences

estimating sums and differences

using mental math to solve problems

efficiency Solve problems Determine approximate solutions

MARCH/APRIL



Number Concepts

Creating classroom graphs

Graphing workbook and quiz

Math centers

SLO # 1Demonstrate an understanding ofmany–to-one correspondence.

Compare graphs in which the same data has been displayed using one-to-one and many-to-one correspondences, and explain how they are the same and different.

Explain why many-to-one correspondence is sometimes used rather than one-to-one.

Find examples of graphs in print and electronic media, such as newspapers, magazines and the internet, in which many-to-one correspondence is used and describe the correspondence used.

Number Concepts

Creating classroom graphs

Graphing workbook

Math centers Unit test

SLO #2Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions

Identify an interval and correspondence for displaying a given set of data in a graph, and justify the choice.

Create and label (with categories, title and legend) a pictograph to display a given set of data, using many-to-one correspondence, and justify the choice of the correspondence used.

Create and label (with axes and title) a bar graph to display a given set of data, using many-to-one correspondence, and justify the choice of interval used.

Answer a question, using a given graph in which data is displayed using many-to-one correspondence.

Fractions Unit Plan



Inquiry Question: How do fractions relate to everyday life?

Unit Overview and Rationale

What are the “Big Ideas’ of this program? Developing mathematical knowledge is a continuing process. This is shown through the

program of studies as it takes the students through a cohesive program that develops a broader understanding of the big ideas within math. It is important, as teachers, that we develop learning activities so that the students can see the big picture start to unfold; they can make connections between concepts both within and across strands. The main focus of the mathematics curriculum is centered on the Learner Centered ideology, which means putting student’s needs and their unique learning styles first. This requires differentiation. This can be seen through the use of manipulatives, tools and connecting to real-world examples. A key component to the math curriculum is that students will develop numeracy in making connections to life experiences and individual backgrounds. Teachers must make it clear that personal problem solving is key to mathematics, as there are many acceptable ways to solve the same math question. The idea of real-world application is stressed throughout the entire program of study. This may be a challenge for teachers, as it may be difficult to bring concepts to life for students, but students will develop into lifelong learners and see that math is everywhere.

What are the big ideas associated with this particular unit? The development of fraction concepts allows students to extend their understanding of

numbers beyond whole numbers. This enables them to comprehend and work with quantities that are less than one. Fractions form a number system that includes the whole numbers and infinite sets between each whole number. Instruction of fractions should emphasize the meaning of fractions by having students represent fractional quantities in a variety of ways, for example: manipulatives. Through this, students will develop a firm understanding of fractional concepts by experiencing and discussing real-life situations.

Why is this unit important to the lives of students? The introduction to fractions is one of the student’s first experiences with a math concept

beyond addition, multiplication, subtraction, and division. This unit is essential to developing dendrites in the brains of our students over time. This requires for us, as teachers, to have engaging lessons that reinforce the cognition demanded of this new concept. Fractions are the building blocks of future concepts that students will be learning. From fractions student can connect many different concepts such as decimals, percentages, money, and division, etc. Not only can fractions related to other learning objectives, but also they are seen in everyday life through portions, recipes, figuring out a grade that you go out of 25, using fractions when figuring out an angle in a triangle, etc. The amount of knowledge fractions leads to is endless.

How will you help students realize the importance of this content? I believe that in order for students to realize that true importance of fractions is to relate

the concept as much as I can to everyday life. This will show students how important it is because the students can actually see how they will apply their learning. By familiarizing students with the term fraction it can connect thinking from abstract to concrete. This in turn leads to teachers having to provide as many examples as possible. Fractions are all around us.



For example, if a student was making chocolate chip cookies and wanted to double the recipe, they would need to have knowledge of fractions. Also, students need to be aware that they are surrounded by fractions, they just aren’t even aware of it yet.

What is the significance of this unit within the program of study?

This unit signifies the scaffolding component of the program of study. If students aren’t taught fractions correctly in grade 3 or 4 they won’t be at grade level for grades 5 and 6. The significance of this unit is to show how fractions help student understand the nature of numbers and their interactions. Fractions show students that there is an infinite amount of numbers, even between 0 and 1. This will be seen through manipulative, pictorials and concrete learning as it is important to see the relationship between the different parts of fractions to create a whole. Using a number line, creating fraction strips, using manipulatives will allow the students to make the connection. This unit reinforces the big idea of the use of manipulatives throughout the curriculum.

How do you envision this unit addressing the key elements of your subject discipline? Students will be able to communicate and make connections through the use of fractions

in everyday life application.

How does your unit engage students in deep questions (as opposed to simply delivering pre-determined knowledge)?

As I have been stating multiple times, everyday life application is key to engaging students in deep questions. One of my key responsibilities is to show students how fractions are in everyday living and how they can contribute to our quality of life. Deep questions require students to apply their knowledge and understandings to something that affects them. So with fractions simple questions as, how much milk is left in the carton? Half a litre. What if your parents need to fill the car with gas to go to the zoo? How will they know how much gas they have? ½ tank, ¾ of a tank? What if you wanted to spilt a pizza with your friends, how do you determine how much each person gets? All of these questions require the students to apply their knowledge and for them to see the importance of fractions.

Resources Consulted- Program of Studies - Leah Benson (Pre-service teacher, UofL)- Pattern Blocks - YouTube - “Fraction Fun” by David A. Alder- “Not So Wimpy Teacher” (Teachers Pay Teachers)

Assessment Note: The weighting of this unit compared to other units in Math has already been determined by Linda Baron.

Pizza Party Performance Task 30%



Unit Test 30%Fractions Assignment Booklet 40%

Achievement Levels – Holy Spirit Catholic Schools

Excellent AchievementThis level describes achievement that is commendable. The student demonstrates a complete understanding of the subject outcomes at this grade and can readily apply this knowledge to proper situations.Proficient AchievementThis level describes achievement that is competent. The student demonstrates a consistent understanding of the subject outcomes at this grade and can sometimes apply this knowledge to proper situations.Basic AchievementThe level describes achievement that is adequate. The student demonstrates a basic or inconsistent understanding of the subject outcomes at this grade and rarely applies this knowledge to proper situations.Limited AchievementThis level describes achievement that is not yet at an acceptable level. The student demonstrates inadequate understanding of the subject outcomes at this grade and cannot apply this knowledge to proper situations.

Planning for Diversity Math is a subject that very easily allows teachers to meet the students where they are at.

For example, students who very easily grasp the concept can be given work to do that involves higher level thinking and more complex questions. Likewise, since concepts in math build off of one another, students who easily grasp the concept can also work ahead of the rest of the class. For students who need more help, work can be made simpler in order to allow the students to be successful. This is possible because math can be broken down into chunks due to the fact that math concepts build off of one another.

Since math is numerically based, it also allows students who have trouble with reading and writing to be successful. Math makes it very easy for students to represent their knowledge verbally, pictorially, or symbolically rather than in writing. Similarly, when students are given word problems, the reading level in the problems can be adapted so that students are not interpreting math concepts incorrectly due to troubles with reading and writing.

Date Planned to Teach

Lesson Overview SLO’s Assessment



January 9th (X2)

Fraction Focus

Pictorial and Symbolic Representation of Fractions. Students will review the following concepts:

Understanding that a fraction is a part of a whole

Naming the numerator and denominator of a fraction

How are fractions used in our lives?

Then, the students will practice their skills via individual whiteboards. This will allow me to formatively assess how much the students understand.

SPONGE ACTIVITY: If students are finishing early, students may get their crayons out and color the fractions slips and make sure that students are choosing different colors so that they can resemble what each fraction part is (½ is blue. 1/3 is green and ¼ is yellow... etc.)

Review of Grade 3: SLO 13: Demonstrate an understanding of fractions by:

Explaining that a fraction represents a part of a whole

Describing situations in which fractions are used

NOTE: the grade 3 SLO should be review, but I am assuming that the students need a strong review of what they learned in a grade 3 classroom.

Grade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations.

Name and record fractions for the parts of a whole set

Provide examples of where fractions are used.

Formative: Can students contribute to the

conversation within the class discussion?

Can students interpret that fractions can be in word form and numerical form?

Can students make the relationship of how many ¼’s does it takes to equal a half? Or a whole? Are they seeing the patterns?

While students are creating their manipulative and their strips, did they listen to instructions? Do they look confused (facial expressions)?

I am watching for students staying on task. I am watching for if students need to continually ask for help or looking for facial expressions of students who may be sitting in their desks confused. This may show that students do not understand what is asked of them or the concept of parts of fractions. Ask the students prompts to see if that will help. Also, rather than them sitting there alone, have an “expert” classmate help them out.

Do students recognize that the fractional parts are written using the format of a/b (should be a review from grade 3).

January 10th Fraction Focus Students will use pattern blocks to represent different fractions.




Formative: Do students create a variety

of designs using different pattern blocks?

Can students explain why the fractions symbol represents the fraction of the design for the pattern blocks?

Can students transfer their learning from one design to another?

Can students properly demonstrate fractions through manipulatives?

I am listening for students discuss equal parts of a



whole. I am listening for students determining the pattern. Do they notice that the larger the denominator gets the smaller the pieces?

January 11th Fraction FocusStudents will learn how to name fractions based on the size of their parts. For example, after this lesson, students will know that ¾ is called three-quarters or three-fourths.




Formative: Do students understand that

the name given to a fraction, for example fourths, is based on the denominator (number of total parts) of the fraction?

I am watching for students staying on task. I am watching for if students need to continually ask for help or looking for facial expressions of students who may be sitting in their desks confused. This may show that students do not understand what is asked of them or the concept of parts of fractions. Ask the students prompts to see if that will help. Also, rather than them sitting there alone, have an “expert” classmate help them out.

January 12th Fraction FunPizza Math – students will review what they have already learned about fractions by reading the book, “Fraction Fun”. Then, the students will create their own fraction pizza’s.

Comparing Fractions – students will compare fractions with the same denominator using their fraction pizza’s.




Compare and order fractions.

Assessment: Do students see the fractional

relationships of fractions that are greater than or less than or equal?

Can students see the difference when numerators are different but denominators are the same?

Formatively, I will assess the students based on their pizza plate product and if they followed the criteria correctly. Were students able to follow instructions and verbally create relationships within their pizza? Also, through class discussion, I will be able to assess what students have a grasp of and what I may need to review in a little bit more detail.

January 16th (X2)

Fraction FunStudents will play war to determine which fractions are larger. Students will then complete a small review worksheet in order to practice the skills that they have learned up to this point in the unit. This will be handed


Name and record

Formative: Do students apply their

understanding of numerators and denominators while comparing fractions?

Are students using correcting terminology when they are



in and marked for the students for formative purposes. From these sheets, I can see if the majority of students understand what they have learned so far. Likewise, the review will be handed back to students so that they can see gaps in their own learning.

fractions for the parts of a whole set



comparing fractions? Can students distinguish the

value of fractions? Can they see the relationship between fractions?

January 17th Fraction FunStudents will compare fractions with different denominators by placing the fractions on a number line.





understanding of numerators and denominators while comparing fractions?

Are students using correcting terminology when they are comparing fractions?

Can students distinguish the value of fractions? Can they see the relationship between fractions?

January 18th Fractions Fever Students will learn how to place fractions on a number line. In doing so, this will give them another strategy with which to compare and order fractions.





understanding of number lines in using benchmarks to compare fractions?

Do students apply their knowledge of comparing two fractions to comparing more than two fractions

Do students explain with clarity of why one fraction is greater than or less than half?

The worksheet is designed to allow students to apply their cumulative knowledge and show acquired knowledge of fractions.

January 19th Fraction FeverStudents will learn the concept of equivalent fractions. They are going to look at a bunch of different fractions and compare them to ½ on a number line via a Venn diagram. But first, let’s dissect what I gave

you earlier ½ = 2/4 = 4/8. If we multiply the top and bottom of each fraction, we can see how they can equal each other. You CAN never add or subtract to get an equivalent fraction. It MUST be multiplication or division.



Formative: I am listening for students to

use correct terminology such as “greater than or less than because of the numerator or denominator” etc.

Do students recognize the relationship between the value of the fraction and the numerator or denominator?

This is NOT a timed assessment, but I will be seeing if students are struggling to get through the questions long after other students have responded as this may show that they are struggling with concepts.



This whiteboard activity acts as a review to ensure that I have covered all of my learning objectives within this lesson and that everything is aligned.

January 20th Fraction FeverStudents will create and solve fraction word problems.



Formative: Do my questions express

mathematical thinking clearly and precisely?

Are my questions convincing and realistic?

Note: This lesson is included to prepare students for the upcoming performance task.

January 23rd (X2)

Fractions FeverModel and explain that for different wholes, two identical fractions may not represent the same quantity.



Model and explain that for different wholes, two identical fractions may not represent the same quantity.

Formative: I am listening for students to

use correct terminology such as “greater than or less than because of the numerator or denominator” etc.


Do students apply their understanding of numerators and denominators while comparing fractions?

Do students model and explain that for different wholes, two identical fractions may not represent the same quantity?

January 24th Pizza PartyStudents will begin the Pizza Party performance task. This will ask students to: Create a pizza that shows at least

four different fractions. Equivalent fractions of each of the

four fractions created. Creation of two word problems

for classmates to solve.





Model and explain that for different wholes, two identical fractions

Formative: Do students recognize the

relationship between the value of the fraction and the numerator or denominator?






may not represent the same quantity.

January 25th Pizza PartyStudents will be given time to complete their performance task. Students who finish early will be given a fractions review booklet to help them study for the upcoming unit test.






Summative: Pizza Party Performance Task. Rubric included in the PDF file.

January 26th Fractions Test Grade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations.





Summative: Unit Test

Lesson Plans:

Lesson Title/Focus

Lesson 1: Fraction Focus (Spans two class periods; therefore, the lesson is

Teacher:Date:

Kimberly MacDonaldJanuary 9th



an hour long rather than thirty minutes)

GENERAL LEARNING OUTCOMES

Students will develop Number Sense

SPECIFIC LEARNER OUTCOMESReview of Grade 3: SLO 13: Demonstrate an understanding of fractions by: Explaining that a fraction represents a part of a whole Describing situations in which fractions are used

NOTE: the grade 3 SLO should be review, but I am assuming that the students need a strong review of what they learned in a grade 3 classroom. Grade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations.



LEARNING OBJECTIVES Students will be able to recognize fractions to everyday life Students will be able to interpret fractions in numerical form and word form. Student will be able to explain the relationships of parts of the fraction and how it can resemble a whole. Students will be able to demonstrate fractions symbolically and pictorially. Students will be able to represent fractions through the use of manipulatives.

ASSESSMENTSObservations: I will listen for the use of the terminology from students such as part, whole,

fraction is part of whole, third, half, sixth etc. Do students understand the terms numerator and denominator? Can students recognize fractions in everyday life? Can students make the connection between numerical form and word form? Can students represent fractions through pictures, symbols and manipulatives?

Key Questions: What is a fraction? What does a fraction tell you, or describe about a given situation? What is a whole number? Where have you heard fractions being talked about? Where have you seen fractions in your life? What does the numerator tell you? What does the denominator tell you?

Products/Performances: Did the students follow instruction and complete their fraction strips? Can students determine the relationship between fractions? Are students participating in class discussion? Are they flipping their whiteboards

up, not only just participating but also are they correct? Can students use manipulatives and build fractions? Students should be able to present fractions in multiple ways

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Program of Study 6 strips of paper for each student

Scissors Pencils Individual white boards Pattern Blocks Timer for elbow partner discussion:



http://www.online-stopwatch.com/bomb-countdown/full-screen/

PROCEDUREIntroduction Time

Attention Grabber

Learning Objective 1

Pose a question on the board. “There are 23/25 students in class today, what does that mean?” What does this (*point at 23/25) look like? If students aren’t getting the concept create other ideas such as (1/3 girls are wearing a purple shirt? It’s a fraction!

This is a question/discussion prompt, which is implied by constructivism. This encourages student’s critical thinking, which allows students to think deeper about the concepts.

Remind students that they have learned about fractions before, but how many of you actually remember concepts from grade 3? Let’s rate our knowledge on a scale of 1- 4 (1 being Miss MacDonald, what is the fraction word you speak of – 4 Miss MacDonald, I could teach it better than you, I am a master!”

This is a form of classroom management/ pre-assessment because I am gaining knowledge of where the students stand with the concept. This allows for me to determine how much time I will be focusing on in different learning activities and if I need to go in greater depth.

*Note* This is not a reliable or valid form of assessment. This allows for me to see what students understand where they are at and if students have their thumbs down or don’t respond to the poll at all. I will then realize that some students may need more help then others.

2 minutes

Transition to Body Refresh Students with the definition of a fraction: a part of a whole (write definition on white board)

Have timer already on smart board so that it is just a quick of a button. http://www.online-stopwatch.com/bomb-countdown/full-screen/

Ask: How can we use fractions in our everyday life? Before we get in a math based focus let’s just focus on everyday life. Take 30 seconds with your elbow partner and discuss ways you have seen fractions in your life? (30 seconds)

By relating the concepts to everyday life, I am creating a way for students to remember the concepts. This will allow for student’s knowledge to turn from short term to long term because they are able to make the connection to their everyday life.

Put timer on the SMART board so that students can be aware of time and can use their time effectively.

Let’s Share (1 minute) On the board gather and list ideas of what the students say while

discussing. This creates auditory into visual so different types of learners can benefit. (Differentiation) This ensures that all learners’ needs are being met.

Formative Assessment: Can students contribute to the discussion of how fractions relate to everyday life? Use posted notes on desk to keep track of students who contribute and those who may be challenged with making the relationship of fractions to everyday life.

1:30

Body TimeLesson #1Pictorial and concrete representation of fractions

Ask students: When we look at the definition of a fraction, does that mean a fraction is less than a whole? Answer should be yes! (30 seconds)

Let’s build some fractions to get more comfortable with fractions and different parts of a fraction. (30 seconds)

15 minutes






Learning Objective 2 and 3

THERE IS A HANDOUT FOR THIS ATTACHED TITLED: FRACTION STRIPS

While handing out fraction strips, remind students that this activity will be done individually. The students are more than welcome to collaborate with each other, but each person has to have their own set of fraction strips.

Give Each student o 6 pieces of equal length pre-cut strips of paper to use. Have

students write 1 whole in the middle of one of their strips o Ask students to fold another strip in half o The starting strip was 1 whole strip. The next strip, we folded

into half and now there is 2 equal pieces. Therefore, that means ½ or one half of the whole.

o Have students mark a vertical mark on their strip at the fold and cut the pieces of paper.

o Facilitate discussion with students about how they can fold parts for thirds, fourths, fifths, and sixths. As they continue to construct parts up to sixths, discuss each new fractional part.

o If students are struggling, rather than demonstrating another, ask students if they see a pattern? When I ask for 1 whole I didn’t cut at all, when I asked for two I got 2 pieces out of the whole, now I want 3, how many EQUAL pieces do you think I want to have?

o REMIND STUDENTS: Fractions are about equal parts so we want to make our parts of our fractions as equal as possible.

o Also, have the students write down the word form of a fraction ¼ = quarter). The word form will be already on the board for spelling because then students will have the correct spelling and understanding.

o Prompt the students: As we break these fractions up into parts, how are the parts related? Can you see the resemblance that 2 halves = 1 whole or 3 thirds = 1 whole?

o Show the students that ½ + ½ = 2/2 = 1 o Do same example with 1/3 o Facilitate discussion that encourages students to look for a

relationship among the different fractions. How many ¼’s does it take to equal a 1/2? Is 1/3 larger or smaller than ½?

o When students are finished activity: Go through each of the strips and work through as a group on pronunciations. As a group Chant: *PSYCH DEVICE* ¼ is a quarter, 1/3 is a third, ½ is a half etc.

o Make sure the students know that they can use these slips to help them create visuals in their head whenever needed.

Brain and Cognitive Development & Memory is applied in this lesson, as I use chanting as a memory device. This turns information from short-term memory to long-term memory. Chanting is an auditory modality device and allows for students who are auditory learners a way to remember concepts.

Assessments/ Differentiation

By creating these manipulatives for students to work with, students are discovering a way of representing different parts of the fractions.

Facilitate discussion to encourage students to look at the resemblances.

Formative Assessment: Can students contribute to the



conversation within the class discussion? Formative Assessment: Can students interpret that fractions can be

in word form and numerical form? Can students make the relationship of how many ¼’s does it takes to

equal a half? Or a whole? Are they seeing the patterns? Formative Assessment: While students are creating their

manipulative and their strips, did they listen to instructions? Do they look confused (facial expressions)?

SPONGE ACTIVITY: If students are finishing early, students may get their crayons out and color the fractions slips and make sure that students are choosing different colors s o that they can resemble what each fraction part is (½ is blue. 1/3 is green and ¼ is yellow.. .etc.)

Formative Assessment: I am watching for students staying on task. I am watching for if students need to continually ask for help or looking for facial expressions of students who may be sitting in their desks confused. This may show that students do not understand what is asked of them or the concept of parts of fractions. Ask the students prompts to see if that will help. Also, rather than them sitting there alone, have an “expert” classmate help them out.

Formative Assessment: I am listening for students discuss equal parts of a whole. I am listening for students determining the pattern. Do they notice that the larger the denominator gets the smaller the pieces?

Formative Assessment: Do students recognize that they fractional parts are written using the format of a/b (should be a review from grade 3)

Differentiation: For students that folding the paper equally may be a challenge for, have already made lines so students may just have to cut. For students that struggle with cutting, have everything cut and labeled for them and they just have to organize into correct rows

This allows for student to still take part in the lesson, but will allow for them feel included within the classroom.

Differentiation: Using fraction strips allows for students to have the opportunity to gain a visual concrete understanding of the ‘fractions as part of a whole’ concept

Lesson #2

Pictorial and Symbolic Representation of Fractions


“You guys nailed that challenge and clearly remember what parts of the fractions are! (POSITIVE REINFORCEMENT) Now that we can see how fractions are broken down on paper, do you think we can construct some examples of fractions?”

On the presentation that discussed classical and operant conditioning, positive reinforcement was seen as beneficial as it was seen to motivate students to succeed. Positive reinforcement encourages students to have positive behaviors, which will then lead to a positive classroom environment. Review what the numerator is and what the denominator is. Write on the board: Numerator is how many fractions pieces do you

have? (The top number) Write on the board: Denominator is how many fractions pieces’ total

you have (Bottom number) Have students repeat the 2 definitions on the board **CHANT**This relates to language development because students are being introduced to new words, which expands their vocabulary. These words may not be new to everyone, as they should recognize them

10 minutes



from grade three, but through review students are able to grasp a better understanding of what they word actually means. A differentiation within the lesson could occur here, as I may have ELL students within my class who have a harder time understanding these new terms. A strategy that I will use is incorporating their own language into my classroom so that they can have the same optimal learning experience. Not only does this help the student learn, but it also shows the student that their native language and culture is valued within my classroom. Complete the pizza fraction activity on the smartboard. This activity

shows fraction pizza’s. For each pizza, have the class work together to come up with the name of the fraction.

Explain that this is a fraction because 1 of the four EQUAL parts is shaded.

Review from last activity: Is equal parts important in fractions? Have students get out their individual white boards and show me a

few examples of different fractions if I give them a pictorial. Demonstrate how to write a fraction and identify the numerator and

the denominator AGAIN Now when I say ¾ what will that look like shaded in? Get students

to show answer on individual white boards. Do a few examples Assessments/ Differentiation

Formative Assessment: I am assessing to see if students can get to the right answer by themselves rather than working with a partner

Formative Assessment: I am watching to see if students are struggling to come up with the answers

Within my lesson, I use scaffold each activity. This lesson builds off of knowledge from grade three that students should be familiar with, but if I notice that students are starting to struggle and are confused, I may begin to scaffold the activities even more. This allows the material to fall within the student’s zone of proximal development. Formative Assessment: I am listening for students to use terms

such as numerator and denominator and if they understand the definition of each. Do students know that the top number is the numerator and the bottom fraction is called the denominator

Formatively, Are the students on task? Are they listening when they should be? Are they working when they should be?

Extension: For when students are learning about numerator and

denominator have students discuss the similarities and differences between the numerator and denominator

Differentiation: If there are not enough individual white boards for all of the

students, then students will work in partners. Not only will this create a collaborative learning environment but it also focuses on social learning as students are learning with each other and through each other’s mistakes. Whiteboards also allow for trial and error as students are allowed to make mistakes and re submit without feeling like they may have got it completely wrong or completely right.

Cliffhanger/Closure TimeAssessment of Learning: Have students create an exit slip and see if they can tell me what the

fraction is, if I give them a picture/question (question 1) and can they draw a fraction if I give them one (question 2). As students are done those transition into what we will be doing tomorrow

2 minutes



Transition: Ask students to attention getting question from tomorrow, “now that we can determine what different fractions are, do you think we could use objects to build fractions?”. Have the students take this idea with them in order to allow them to continue to think about the lesson beyond the classroom.

1 minute

RationaleHow does this individual lesson scaffold learning opportunities for students?

What assumptions does this lesson make about what students already know?

In what ways is this lesson connected to the next lesson?

This lesson scaffolds learning opportunities for students because it builds off of prior knowledge from grade three. This lesson was the intro lesson into a huge unit of fractions. This gives me the ability to see what prior knowledge my students have and what they actually remember from grade 3. This shows how important scaffolding is in math because if the topic isn’t approached correctly in the lower grade or the teacher ran out of time, we as the next grade teachers have to be flexible and make sure that our students are where we want them to be. This shows that we, as teachers, want our students to be successful. We want them to excel at grade 4 levels. This creates a positive learning environment because this is a setting student up to be successful. I am assuming that students work well collaboratively and with manipulatives. This ties in with the Alberta Math Program of Studies, as collaboration and the use of manipulatives is very important within the classroom. I believe that group work is very important and focuses on the student-centered ideology, however I do understand that group work is not for all classrooms. This lesson sets up the platform for the next lesson. Getting the terminology back into the student’s heads and remembering parts of the fractions is going to make it easier for students to compose and decompose fractions.

Lesson Title/Focus

Lesson 2: Fraction Focus ContinuedGrade 4, Math, Number Sense

Teacher:Date:




SPECIFIC LEARNER OUTCOMESGrade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations.







fraction is part of whole, third, half, sixth etc. Do students understand the terms numerator and denominator? Can students recognize fractions in everyday life? Can students make the connection between numerical form and word form? Can students represent fractions through pictures, symbols and manipulatives?


Products/Performances: Did the students follow instruction and complete their fraction strips? Can students determine the relationship between fractions? Are students participating in class discussion? Are they flipping their whiteboards

up, not only just participating but also are they correct? Can students use manipulatives and build fractions? Students should be able to present fractions in multiple ways

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Program of Study Pattern Blocks

“Fraction Fun” What’s that fraction? Worksheet


Attention Grabber


Now that we can determine what different fractions are, do you think we could use objects to build fractions? This question will be given to students as a challenge. The students have magnetic fraction pieces that they will use as the objects for this lesson.

2 minutes

Transition to Body Use a voting activity to see how comfortable the students are with the information from last class. Have the students close their eyes and hold up one to four fingers as a representation of their understanding. Four meaning that they completely understand fractions and are ready for a test, three meaning that they understand the concepts but could use some more practice, two meaning that they understand the concept but could use a lot more practice, and one meaning that they don’t understand the material at all. Formative Assessment: This transition allows me to move to the body of my lesson while also gauging a level of student understanding. Knowing how much the students understand will allow me to see if I have to adjust my lesson to review information or not.

1:30

Body Time

Pictorial and concrete representation of fractions

Learning Objective 2 and 3

Divide class into groups of two. Make sure students are aware that if students are misbehaving, then this privilege will be taken away and the activity will be done individually. This is a type of removal punishment. If students are not behaving and are not using this privilege correctly it will be taken away. From the textbook, it explains that this effect is applied to decrease behavior that led to the specific punishment.

Explain to the students that each pair will be given a manipulative set of colored manipulative pattern blocks

It is the student’s job to try to create a visual representation of each fraction that I give them.

15 minutes



Show the students that one hexagon = a whole, so how could I make a ½? Students should make the connection that the simplest answer would be two trapezoids. So how could I make ½ red and ½ blue?

Get students to brainstorm a few ideas in small groups (social learning) Students may make the connection of using 3 red triangular pieces and 3 blue triangular pieces

I will draw fractions from the flashcard set, draw that fraction on the board, and say the name of the fraction out loud. Once I have done this, the students can begin to create the fraction. Instruct the students to check in with another group when they’re finished.

Pass out the blocks to each group. Allow time for students to complete each set of fractions. An

example of fractions would be 3/4 red – the students would use 3 red blocks and one blue. The students should complete each fraction this way.

Once students are finished with creating their block visuals, the class will come back together as a group and have a group discussion.

At this time call out various fractions to see which team can visually represent the fractions that they created.

Students will complete the WHAT’S THAT FRACTION worksheet.

Get students to clean up blocks and put them back in the boxes when we are finished our discussion.


Formative Assessment- Look For: o Do students create a variety of designs using different pattern

blocks? o Can students explain why the fractions symbol represents the

fraction of the design for the pattern blocks? o Can students transfer their learning from one design to another? o Can students properly demonstrate fractions through

manipulatives? Differentiation:

If classroom does not work well in partners or groups, then this activity can be done individually. This still allows for students to have hands on work but takes away the aspect of social learning.

Modeling what they students should do will help the students stay on task and will show the students what they are expected to do.

By creating this activity as a challenge to students, by giving them a goal to complete this activity within a certain allotted time and keeping that goal in mind, students will be more motivated to work and stay on task.

Extension: For those students that have understood this lesson have the

students write word problems that their peers could answer and demonstrate using the pattern blocks.

Cliffhanger/Closure TimeAssessment of Learning: Have students create an exit slip and see if they can tell me what the

fraction is, if I give them a picture/question (question 1) and can they draw a fraction if I give them one (question 2). As students are done those transition into what we will be doing tomorrow.

2 minutes



Transition: Show students the book “Fraction Fun”. Are you guys ready to have even more fun with fractions tomorrow? Do you think that is even possible? Show the cover of the book and ask students what they think this book will show us? How can we have fun with fractions? How do you think this book will show us that fractions are in everyday life? Will it be with food or money or what else? What activities do you think we will be doing? I guess you will have to wait and see for tomorrow’s math class!

1 minute




What is Next: Next Lesson: “Fraction Fun” and focusing on Composing fractions: What does that mean? It means connecting the pieces. ¼ + ¼ + ¼ = ¾ Decomposing Fractions: What does that mean? It means destructing the pieces so if we have ¾ = ¼+ ¼ + ¼ Let’s look at some more examples and talk about different ways that we could compose or decompose these fractions.

Lesson Title/Focus

Lesson 3: Fraction Focus ContinuedGrade 4, Math, Number Sense

Teacher:Date:




SPECIFIC LEARNER OUTCOMESGrade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations.





fraction is part of whole, third, half, sixth etc. Do students understand the terms numerator and denominator?



Can students recognize fractions in everyday life? Can students make the connection between numerical form and word form? Can students represent fractions through pictures, symbols and manipulatives?


Products/Performances: Can students determine the relationship between fractions? Are students participating in class discussion? Students should be able to present fractions in multiple ways

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Program of Study Fraction flashcards

Fraction matching game Dice Roll and draw worksheet Fraction word problems Fraction word problem worksheet Math journal questions Math journal worksheet


Attention Grabber


Do fractions have names? Pose this question to the students as a means of grabbing their attention. Ask, while pointing to a fraction written on the board, “Should we call this one Fred?”.

2 minutes

Transition to Body Have the students watch the video: https://www.youtube.com/watch?v=IBY8zLFvpH8 to introduce them to the concept of fraction names. After the video, ask one of the students to summarize the information. This will allow me to gauge how much of the information students were able to retain. Then, reiterate the information for students. They need to recognize that the fractions are named based on the denominator. For example, 1/3 or 2/3 are thirds because the denominator is 3 (there are three parts).

1:30

Body Time

Pictorial and concrete representation of fractions

Students will complete the following math centers which are intended to allow students to practice the skill from today as well as previous skills. Students will be divided into groups prior to class based on classroom dynamics (whom works well with who) and skill level.

Center #1: Fraction FlashcardsIn this center, students will use fraction flashcards to test their skills of naming fractions. Once the students are shown the pictorial side of the flashcard, they will say the name (for example, five-tenths).

Center #2: Fraction MatchingIn this center, students will pull fraction pieces from a brown paper bag. From here, students will match the fractions based on the number form, word form, fraction of a whole, and fraction of a group.

Center #3: Roll and Draw In this center, students will roll two dice and make a fraction with the larger number as the denominator and the smaller number as the numerator. Draw a picture to represent the fraction as part of a whole

15 minutes

https://www.youtube.com/watch?v=IBY8zLFvpH8

https://www.youtube.com/watch?v=IBY8zLFvpH8



and record the fraction. There will be a worksheet titled “Roll and Draw Fractions” to accompany this activity.

Center #4: Word Problems In this center, students will be asked to carefully read each word problem. Calculate and record the answer. There will be a worksheet for titled “Word Problems” to accompany this activity.

Center #5: Math JournalIn this center, students will be asked to read a fraction word problem. Then, use numbers, words, and pictures to show their answer – being sure to write in complete sentences. There will be a worksheet titled, “Math Journal” to accompany this activity.


Formative: Can students successfully complete the center activities? By doing

so, I will know that students understand the following concepts: names of fractions, pictorial and numeric representations of fractions, comparing fractions.

Cliffhanger/Closure TimeAssessment of Learning: Give the class a fraction, both pictorially and numerically, and have

them name it before the end of the class.2

minutesRationale

How does this individual lesson scaffold learning opportunities for students?



What is Next: Next Lesson: “Fraction Fun” and focusing on Composing fractions: What does that mean? It means connecting the pieces. ¼ + ¼ + ¼ = ¾ Decomposing Fractions: What does that mean? It means destructing the pieces so if we have ¾ = ¼+ ¼ + ¼ Let’s look at some more examples and talk about different ways that we could compose or decompose these fractions.

Lesson Title/Focus

Lesson 4: Fraction Fun Grade 4, Math, Number Sense Teacher:

Date:Miss. MacDonaldJanuary 12th


Students will develop number sense

SPECIFIC LEARNER OUTCOMESGrade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to:

Compare and order fractions Provide examples of where fractions are used.




LEARNING OBJECTIVES Students will represent parts of fractions symbolically Students will be able to explain the relationship between fractions Students will be able to distinguish the value of fractions

ASSESSMENTSObservations: Can students represent parts of fractions symbolically?

Does their pizza represent fractions correctly? Do they understand the value of fractions (greater than or less than?)

Key Questions: How is my activity relating to everyday life? Are my students able to relate their knowledge to everyday life?

Can my students represent the fractions symbolically correctly? Are my students using appropriate terminology during class discussions, or partner

conversations? Can my students explain how a fraction may be larger or smaller (relationships)? Can they determine that the larger the denominator the smaller the fraction is?

Products/Performances:

Students will be able to use their VISUAL fraction models to justify their conclusions about the changes in numerator and denominator. Also using correct terminology

Students will follow appropriate procedures and instructions Students are actively engaged while making their fraction circles Students will be able to compare different fractions

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Alberta Program of Studies Fraction Fun By David Alder

3 paper plates per student 3 different color crayons, markers, or coloring

pencils A pencil A ruler


Attention Grabber Prior to starting lesson, have all materials ready for students to work with. Have bags of materials ready for each student and have any handouts or prior groupings already made.

Have students calm and in their seats ready to learn Show them the cover of fraction fun by David Alder Yesterday I asked you, what you thought this book would be about,

does anyone have any ideas? How does this book relate to fractions?

1 minutes

Transition to Body Read the first 8 pages till you reach the page of Pizza Math This is a basic review of what we did yesterday, but allows the students

to get their mindset back into fractions As you read these pages, have students join in with you so when it says

“In the fraction 1/8 the top number, the 1 is the “numerator”. When you are about to say numerator signal all the students to join in. Do the same for denominator.

2 minutes

Body TimeLesson #4

Pictorial, Concrete Representation of Fractions

Show students page 9 of the book and explain that they will be given 3 paper plates and they will need to take out a pencil. Ruler, and a red, green, blue crayons. Inform students that as I am handing out the plates, they can grab their other materials.

After the materials are in place have each student mark the center of their plate with their pencil and use the ruler to draw a line down the

14 minutes- 4 minutes per plate 2 minute

for:



center to divide the plate into two equal parts Have students label the parts as ½. With the Red crayon, color ½ of the

plate. Ask the students what fraction of the plate is shaded? What fraction of

the plate is non-shaded? Have students divide the second plate into 4 equal parts. Students

should be able to realize that each section is ¼ and label accordingly. With red crayon color ¼ of the plate.

Ask the students what fraction of the plate is shaded? What fraction of the plate is non-shaded?

Remind students while working with the pizzas that their plates should be organized and Miss MacDonald should be able to distinguish what each fraction is. Remind them that plates need to be neat and there is no need to rush.

Have students divide 3rd plate into eight parts. Students may need a demonstration to see how to use a ruler to split up into 8 parts. On whiteboard have diagrams of how we drew a ½, ¼, and prompt students to see if they can realize how to get 1/8. Show them that by splitting the quarters into halves then we get 8 equal parts.

Have students color 1/8 with their red crayon Ask the students what fraction of the plate is shaded? What fraction of

the plate is non-shaded? Have students look at their 3 pieces of pizza and ask: Which slice is the

largest? Which slice is the smallest? As the denominator increases what happens to the size of the pieces of pizza?

Do you think we could make even more types of fractions within our pizza?

Let’s try it!

Handouts/

Intro/ conclusio

n


Formative Assessment: Completion of Pizza Plates- Are students on task while completing

their plates? Are they putting effort in? Are their fractions visually defined i.e. Can I tell ¼ is a ¼ of the plate?

Can students represent the fractions correctly on their plates? At this point in the lesson students should be able to represent parts of the fraction symbolically. If I notice that students do not fully understand the concepts behind this lesson, I will begin to scaffold the lesson even more and review the concepts. Differentiation: In order to accommodate differentiated learners in the classroom,

direct instruction can be provided to re-explain the concepts or by modeling the concepts.

Since this lesson is already using manipulatives they will give students an opportunity to physically see the concept of fractions

Scaffold instruction according to students’ needs Have students with groups of three or four according to their needs Having manipulatives allows for all students to have an equal

learning experience. For the students that struggle with fractions, they may depend strongly on hands on work, whereas the students who excel in math may not need to use the manipulatives they created to understand the concepts.

Learning Activity #2

Concrete and Pictorial Representation of

Comparing Fractions: Now we will only be using the third plate With the green crayon shade in 2 sections of the 3rd plate. Remind

students that the 2 sections should be next to each other. They have

10 minutes

3 minutes per plate



fractions now shaded 2/8s green and 1/8 red. Ask the students, what total fraction of the pizza is shaded? What

fraction of the pizza is non-shaded? Now use your blue crayon and shade in 3 sections of the plate.

Remind students that the 3 sections should be next to each other. They now have 3/8 shaded blue, 2/8 shaded green and 1/8 shaded red.

Ask the students what total fraction of the pizza is shaded? What fraction of the pizza is non-shaded?

Now ask the students which color/ fraction has the most pizza? BLUE

What happens to the fraction, as the numerator gets larger? Students should see that 3/8 is more than 2/8, which is more than 1/8.

Explain to students that if the fraction has the same denominator- the larger the numerator is the greater fraction. Give an example: 2/5 < 3/5, 1/8 < 2/8 etc.

1 minute for wrap

up


Assessment: Do students see the fractional relationships of fractions that are

greater than or less than or equal? Can students see the difference when numerators are different but

denominators are the same? Formatively, I will assess the students based on how their pizza plate product and if they followed the criteria correctly. Were students able to follow instructions and verbally create relationships within their pizza? Also, through class discussion I will be able to assess what students have a grasp of and what I may need to review in a little bit more detail. This can be seen through doing more examples with greater than or less than fractions. Differentiation: If students are not comfortable sharing their answers out loud with

the class, have a piece of paper that they can write their answers down on. This still shows that students are learning the correct outcomes and gives me as a teacher what students understand and what they may not be.

If students are struggling with comparing fractions in the pizza format. Have students use their fraction strips from previous day. Have students line up the strips from least number of parts to greatest number of parts. This way they can still explore the comparing concept using their strips. This allows for another opportunity for students to gain a visual concrete understanding of the concept.

Cliffhanger/Closure TimeAssessment of Learning:

Exit Slip: Which fraction is larger, 1, 6/10 or 2, 8/10? Have the students answer on their fingers. You may also ask the students to close their eyes here so that students don’t feel embarrassed or look to their friends for the answer.

2 minutes

Transition: Who thought today was fun? Who liked the book and the activities that we did to go along with it? If you thought today was fun, just wait till tomorrow: it is to the next level! Explain to the student what we will be doing tomorrow: Tomorrow we will be focusing more on comparing fractions with the same denominator by playing the game war.

1 minute

RationaleHow does this individual lesson

This lesson creates a better understanding of fractions and ways to use fractions in everyday life. This lesson is important for students to understand as it allows them to



scaffold learning opportunities for students?



make connections using visual aids. This lesson assumes that students had a clear understanding of what they learned in the previous lesson so we were able to move on today. This lesson connects to next lesson as students will be deepening their understanding tomorrow (next lesson) of comparing fractions. This lesson scaffolds into the next one, just the same as the last one scaffold into this one. We start off with a common understanding and the next lesson strengthens that understanding by reviewing and then gives use more knowledge. This lesson is structured in this format because it gives students the ability to have a hands- on aspect of fractions and is able to show their knowledge. By relating it to pizza, students are able to make the connections to everyday life and the importance of fractions. To tie this all back to the program of studies, students are following one of the big ideas in math, which is the use of manipulatives to relate to everyday life. Why am I relating fractions to pizza? Because it’s something that the students can relate to and realize that they will need fractions when planning a pizza party (which ties into the performance task I am asking the students to complete later on in the unit.

Assessment Scaffolding Portion of the Unit How is your lesson designed to scaffold toward your final (summative) performance task?

What core assessment concepts or principles are guiding your design choices?

How are you using formative assessment strategies and the information collected from them to guide your sequence of lessons? What (if any) summative assessments are incorporated into your lessons?

This lesson gives the students a bit of review of what we learned yesterday but also allows for student to build on their knowledge of fractions. This lesson will scaffold into the performance task as it is looking at pizzas as well. This lesson shows students that fractions can be related to everyday life even when it comes to food. In order for students to complete the summative performance task they will have to have the knowledge of different fractions and will have to be able to compare different sizes of fractions. This lesson sets students up with the knowledge of how to determine what fractions are larger or smaller than others. This lesson allows for students to see that we can create different sizes of pieces of pizza. This lesson also scaffolds into the net lesson by creating a basic knowledge of comparing fractions and then tomorrow they will be able to build off of that knowledge and compare even more fractions.

The core assessment concepts or principles that are guiding my design choices are making sure that all my aspects of my lesson are reliable, fair and valid. While planning my activities, I focused on content validity and made sure that even though students were creating something that it was still related to specific outcomes. Within activity 1 and 2 students were still able to meet the outcomes because they are able to represent fractions symbolically but they are also able to explain the relationship between fractions as they notice that 1/8 is less than 2/8. They notice this because they can see it visually from their diagrams. I am also looking for reliability that within each activity students are able to use different techniques to compare fractions.

Lesson Title/Focus

Lesson 5: Fraction Fun (Spans two class periods; therefore, the lesson is an hour long rather than thirty minutes)

Teacher:Date:

Miss. MacDonaldJanuary 16th



SPECIFIC LEARNER OUTCOMESGrade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial



and symbolic representations to:

Compare and order fractions Provide examples of where fractions are used.



Do they understand the value of fractions (greater than or less than?) Key Questions: How is my activity relating to everyday life? Are my students able to relate their

knowledge to everyday life? Can my students represent the fractions symbolically correctly? Are my students using appropriate terminology during class discussions, or

partner conversations? Can my students explain how a fraction may be larger or smaller (relationships)? Can they determine that the larger the denominator the smaller the fraction is?

Products/Performances: Students will follow appropriate procedures and instructions Students are actively engaged while making their fraction circles Students will be able to compare different fractions

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Alberta Program of Studies Activity Sheet (Handout for Summative

Assessment) Whiteboard/ whiteboard markers


Attention Grabber Prior to starting lesson, have all materials ready for students to work with. Have bags of materials ready for each student and have any handouts or prior groupings already made.

Have students calm and in their seats ready to learn Show them the cover of fraction fun by David Alder Yesterday I asked you, what you thought this book would be about,

does anyone have any ideas? How does this book relate to fractions?

1 minutes

Transition to Body Read the first 8 pages till you reach the page of Pizza Math This is a basic review of what we did yesterday, but allows the

students to get their mindset back into fractions As you read these pages, have students join in with you so when it

says “ In the fraction 1/8 the top number, the 1 is the “numerator”. When you are about to say numerator signal all the students to join in. Do the same for denominator.

2 minutes

Body TimeLearning Activity Now that we can compare fractions of the same denominator, what if we

started working with different denominators? What do you guys propose? What are some hypotheses as to what fractions are bigger? Do you think if the denominator is smaller the whole fraction is smaller?

Draw 3 different types of pizza on the board (rectangular spilt up into 12-circle pizza spilt into 4 and a circle one spilt up into 8’s?

Ask students to identify which pizza has LARGER pieces ASK STUDENTS: Imagine you were super hungry and

15 minutes



someone offered you one slice of pizza, which pizza would you rather have from the 2 circular pies on the board, which pizza would you pick from and why? ¼ is larger then 1/8 so students would want to choose ¼

Now that the denominators are different, what about if the numerator is the same? Have students say the definition with you: If numerator is the same, the fraction with the SMALLER denominator is LARGER. CHANT (say it twice!)

Let’s look at the rectangular pizza that is cut into 12th’s. If you were really hungry would you rather have 6/12 of pizza or 8/12 of pizza? The denominators are the same how do we know what fractions is greater?

What did we just learn about if the denominator is the same? Have students reinforce what we stated in last learning activity by stating the definition with you: If the denominator is the same the LARGER numerator is the LARGER fraction. CHANT (say it twice)

Go through a few examples on the board of comparing fractions. This will be using the greater than, less than. There will be no equal to questions, as that will be taught in two lessons from now. Students will need to have a stronger grasp on this concept before we can show the next step (scaffolding)

Give students an activity sheet that they can work independently on to compare fractions and determine which one is the larger fraction. The fractions that they will be comparing will either have the same denominator or numerator and then tomorrow we will focus more on comparing a mixture. (Scaffolding)

Students will write and fill in the activity sheet to hand in for formative assessment.

THIS ACTIVITY SHEET IS TITLED DARE TO COMPARE FRACTIONS


Assessments Look for: Do students apply their understanding of numerators and

denominators while comparing fractions? Are students using correcting terminology when they are

comparing fractions? Can students distinguish the value of fractions? Can they see

the relationship between fractions? Differentiation:

Students who have a strong understanding of fractions may be used as the “expert” students and will be able to help students who may be struggling. Partners could be introduced so that the student doesn’t feel like they are different.

Implement goal orientation into this activity. If students aren’t fully on task or do not complete the whole assignment page then it will be assigned as homework and will need to completed by tomorrow.

For students that struggle with the less than or greater than signs- they may have to circle which fraction is larger. Also, students who may not be quite a grade level yet should be able to still compare like-denominators. So questions on worksheet should reflect their knowledge. This way the students are still able to feel apart of the class, as they will have an activity sheet



it just may ask different questions. Use of auditory modality, which is a memory device for

students who may need be auditory learners and need to hear concepts.

Cliffhanger/Closure TimeAssessment of Learning: Exit Slip: What happened to the denominator each time you divided the

pizza into smaller pieces? Which piece is larger- 2/8 or 2/4? Illustrate and explain your answer.

2 minutes

Transition: Who thought today was fun? Who liked the book and the activities that we did to go along with it? If you thought today was fun, just wait till tomorrow: it is to the next level! Explain to the student what we will be doing tomorrow: Tomorrow we will be focusing more on comparing fractions and equivalence fractions. What would you say if I told you that ¼ = 2/8? Would you say that’s true or false? I guess we will find out tomorrow.

1 minute

RationaleAssessment Scaffolding Portion of Mini Unit

How is your lesson designed to scaffold toward your final (summative) performance task?

What core assessment concepts or principles are guiding your design choices?

How are you using formative assessment strategies and the information collected from them to guide your sequence of lessons? What (if any) summative assessments are incorporated into your lessons?

I am using a worksheet as formative assessment so I can see where the students are at and what they have learned so far. This worksheet is not to be a worry to student, as the grade will only be for me to see what concepts students understand and what concepts may need to be reviewed. Within this worksheet I am looking for if students can distinguish the value of what each fraction is and can they make the comparison of fractions with either the same numerator or denominator. Also, with the use of exit slips, this is another form of formative assessment. This is a way for students to reflect on what they saw during the lesson and is showing me if the students are capable of applying their knowledge that they have just learned and completed a worksheet on.

These formative assessments are used to guide in what I will be doing in the lessons to come. By having a formative worksheet and an exit slip, I will be able to see where are my students at according to grade level, am I teaching the concepts and what do I need to spend more time on. Another key part of these formative assessment tasks is to make sure that my lessons are aligned.

Lesson Title/Focus

Lesson 6: Fraction Fun Grade 4, Math, Number Sense Teacher:

Date:Miss. MacDonaldJanuary 17th



SPECIFIC LEARNER OUTCOMESGrade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to:

Compare and order fractions



Provide examples of where fractions are used. Name and record fractions for the parts of a whole set



Do they understand the value of fractions (greater than or less than?) Key Questions: Can my students represent the fractions symbolically correctly?

Are my students using appropriate terminology during class discussions, or partner conversations? Can my students explain how a fraction may be larger or smaller (relationships)? Can they determine that the larger the denominator the smaller the fraction is?

Products/Performances: Students will be able to use their VISUAL fraction models to justify their conclusions about the changes in numerator and denominator. Also using correct terminology

Students will follow appropriate procedures and instructions Students are actively engaged while playing the game Students will be able to compare different fractions

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Alberta Program of Studies Activity Sheet

Koosh ball review game Grumpy cat to throw at the smartboard.


Attention Grabber Ask a student to reiterate what they learned from the last class. The answer that I am looking for here is that when you compare two fractions with the same denominator, the one with the larger numerator is the larger fraction. If students do not come to this answer right away, we can prompt them.

1 minutes

Transition to Body Have someone in the class give an example of two fractions with the same denominator. Then, as a class, determine which of the fractions is larger. Repeat this step multiple times to ensure that students understand the information.

2 minutes

Body TimeLearning Activity Inform the students that they are going to play the game fraction war.

For this, the students will be split up into 5 teams (same groupings as the math centers from previous lessons). Teams will earn points by completing a koosh ball review game.

Game instructions: The order to game play will be randomly selected. When it’s

your turn, someone from your team will come to the whiteboard and choose a question. If that person answers the question correctly, the team will gain a point. If that person doesn’t answer correctly, the team will not get any points.

Points can be taken away for unsportsmanlike conduct. For example, shouting out or trashtalking other students.

15 minutes


Assessments Look for: Do students apply their understanding of numerators and

denominators while comparing fractions?





Lesson Title/Focus

Lesson 7: Fraction Fever Teacher:Date:

Miss. MacDonald January 18th



SPECIFIC LEARNER OUTCOMESGrade 4: SLO 8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial, and symbolic representations to:

Compare and Order Fractions Name and record fractions for the parts of a whole set

LEARNING OBJECTIVES Students will be able to sequence fractions in correct order with similar and different denominators Students will be able to compare fractions with unlike denominators and numerators Students will be able to represent fractions on a number line Students will be able to identify which of the benchmarks 0, ½, or 1 is closer to a given fraction.

ASSESSMENTSObservations: I will be looking for students to be able to sequence fractions. Can they order the

different fractions with little to no guidance? I will be looking for the student’s ability to put fractions in the correct order on a

number line I will be looking for student’s ability to identify what fractions are closer to the

benchmarks of 0, ½, 1 I will be listening for student’s explanation of their reasoning behind placing

fractions on number line Key Questions: Do students measure equal parts on the number line and use the fractions symbols

appropriately? Do students transfer the knowledge they have gained from the past 2 lessons to a

number line? Can they use their manipulatives (fraction strips) and relate to a number line?

Are students using the correct terminology? Products/Performances: Students are expected to be able to complete activities with little to no guidance

Students are expected to use technology to review the skills they have learned from the past 2 lessons without difficulty

Students will be able to complete worksheets and activities mostly individually but have the ability to ask questions (zone of proximal development)

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Program of Study Smart board/ Smart Board activities

Clothesline WorksheetPROCEDURE



Introduction TimeAttention Grabber/ Transition to Body

Quick Review of what we have done the past 2 lessons: Does everyone remember our fraction strips that we made? Can

you please get those out of your math folder? We will need them for math today.

Do you remember yesterday when we talked about pizza? Mm-yummy pizza.

Draw pizzas from yesterday on white board. Does anyone remember when we looked at the rectangular

piece of pizza and I said if you were REALLY hungry, would you rather have 6/12 pieces or 8/12?

Discuss with an elbow partner for 30 seconds as to what you would want and then we will share our ideas with a class.

1- 2 minutes

Body TimeDiscussion Alright, lets come back together as a class. Can anyone tell me what

their grouping decided was the best choice for pizza slices? * Have class discussion*

Okay so we have decided that 8/12 is the better option and can anyone tell me why? Have the students state that when you compare two fractions with the same denominator, the larger numerator is the larger fraction.

CHANT: If the denominator is the same the LARGER numerator is the LARGER fraction.

8-10 minutes


Do students apply their understanding of numerators and denominators when comparing fractions?

Do students apply their knowledge of comparing two sets of fractions?

Do students explain with clarity why one fraction is greater than the other?

This is all formative assessment: This tells me where students are at, what I may need to focus on more and what level everyone is on. Having this type of activity will allow the students to review what they know instead of giving them extensive amounts of homework on the concept.

Lesson

Order on a number line using fractions from our strands

o More than or less than half

o Distance from zero to Whole

So we know quite a bit about fractions, but I know we can learn even more. Today we are going to learn about fractions on a number line. Remember when we learned that 2/8 is greater than 1/8 in fraction fun? Well now we will be able to see that on a number line and we will also be able to do this with different denominators. Can you guys handle that challenge?

Before students actually begin to order fractions they must be reminded that fractions represent numbers less than 1 whole.

In order to help students, arrive at this conclusion, draw a number line on the board with only the 0 labeled at the beginning (the LEFT hand side) and a blank line at the end of the number line (the RIGHT hand side) where another number needs to be written

Ask students if they were creating a fraction number line what is the greatest number they should use (students should say 1)

If necessary, remind students what a fraction actually represents. Remind them of the definition

Students should come to the conclusion that the right hand number should be 1.

Write 1 on the number line that is on the board Explain to students that we need to put at least one more

14-16 minutes



number or fraction on the number line Ask the students if it should be a whole number or a fraction

(students should make the connection that it should be a fraction since there is no other whole numbers between zero and one)

Ask them what they think the easiest fraction and best fraction to use?

If students are struggling invite students to look at their fraction strips we made at the beginning of the unit to make their decision. What fraction is right in the middle? That’s right the number line should include ½

Now that the number line is complete, let’s look at your fraction strips. Let’s look at 2/3. Is 2/3 greater than 1/2? YES! Is 2/3 greater than 1?

What do we know about the fraction 2/3 then? Where should it go on the number line? (Between ½ and 1)

Do the same activity with 6/8 and ¼ Remind students that they are more than welcome to use their

fraction plates to compare their fractions if they cannot easily apply their knowledge of fractions.

Clothesline Worksheet activity (8 minutes) Now that you have an understanding of where fractions should

be placed we are going to do a worksheet and we are going to hang the clothes on the line to dry.

Read the directions and ask the students if they have any questions. Ensure that students are attentive and listening when giving instructions

This activity sheet is designed to allow the student to apply their cumulative knowledge and show acquired knowledge of fractions

Give students notice when there is 1 minute left to work on the worksheet. Use a verbal countdown when 10 seconds. Make sure students have their name on the sheet. Students will then get up from their desk and put their worksheet into the “hand in” bin. (This should take less than a minute)

Students will already know where the hand in bin is (on the back shelf of the classroom)

Students know the routine that they must stand in a straight line and be respectful to hand in their sheet.

Worksheet here- THIS WORKSHEET IS TITLE FRACTIONS CLOTHESLINE


Assessment: Do students apply their understanding of number lines in using

benchmarks to compare fractions? Do students apply their knowledge of comparing two fractions

to comparing more than two fractions Do students explain with clarity of why one fraction is greater

than or less than half? The worksheet is designed to allow students to apply their

cumulative knowledge and show acquired knowledge of fractions.

Differentiation: For those that are struggling, I may work with them on

determining the shading and focus on single number line and how they can compare the images on a number line rather than



having present only a fraction Also if students are struggling, again bring out the fraction

strips. Have the students line up all of the fraction strips and create representations for the fractions ½. 1/3, ¼. Once a proper sequencing pattern can be established using a single fraction piece from each denominator. Then more complex fraction patterns can be explored. This offers the student the opportunity to gain a visual concrete understanding of the concept, just with a way that makes understanding easier

Differentiation of the clothesline activity by providing different numbers of clothespins to order or by requiring students to estimate the amount that exists between each clothespin on the number line and space the clothespins accordingly.

Extension: Have students put their own fractional clothing onto the number

line. If there is room add them to the number line. If, not show me on

the back of the worksheet where the fraction would go if it was on the clothesline.

Lesson Title/Focus






Compare and Order Fractions Provide examples of where fractions are used.

LEARNING OBJECTIVES Students will be able to sequence fractions in correct order with similar and different denominators Students will be able to compare fractions with unlike denominators and numerators Students will be able to represent fractions on a number line Students will be able to identify which of the benchmarks 0, ½, or 1 is closer to a given fraction.

ASSESSMENTSObservations: I will be looking for students to be able to sequence fractions. Can they order the

different fractions with little to no guidance? I will be looking for the student’s ability to put fractions in the correct order on a

number line I will be looking for student’s ability to identify what fractions are closer to the

benchmarks of 0, ½, 1 I will be listening for student’s explanation of their reasoning behind placing

fractions on number line



Key Questions: Do students measure equal parts on the number line and use the fractions symbols appropriately?

Do students transfer the knowledge they have gained from the past 2 lessons to a number line? Can they use their manipulatives (fraction strips) and relate to a number line?




LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT Program of Study


Attention Grabber From the number line we can compare what fractions are greater than or less than to each other.

30 seconds

Transition to Body ASK: How do we tell if fractions are equal to each other? Where do I put them on the number line?

1- 2 minutes

Body TimeLesson Start comparing and ordering of equal so ½ = 2/4= 4/8

What do we notice about these fractions? These fractions are all the same value but how? Because when you multiply or divide both the top and bottom by the same number, the fraction keeps its value.

We are going to look at a bunch of different fractions and compare them to 1/2.

We will do this by completing a Venn diagram But first, let’s dissect what I gave you earlier ½ = 2/4 = 4/8. If we

multiply the top and bottom of each fraction, we can see how they can equal each other. You CAN never add or subtract to get an equivalent fraction. It MUST be multiplication or division.

Repeat after me: In order to get an equivalent fraction, we MUST use multiplication and division NEVER addition or subtraction. * Memory*

Let’s think of this in terms of our pizzas Draw three circles on the board. 1 spilt into 2, 1 spilt into 4, 1 spilt

into 8. Shade 1 out 2, shade 2 out of 4, shade 4/8, what do you notice?

They all look the same. I’m going to give you a rule: If you change the bottom using

multiplication or division, You MUST apply the same to the top Do a few examples on the board Have student take out their individual white boards IF there are not enough whiteboards in the class, ask students to pull

out their page protector sheets, which essentially are the same thing. With remaining time, we will be using individual whiteboards to

look at equivalent fractions. Students will be asked a variety of questions that ask them to compare two fractions whether they are greater than or less than, or even equivalent. For this activity, students will be doing whiteboards individually.

Examples of such questions could be: 1/2 (blank) ¾ greater than or less than?

Some questions may even include, depending on time, placing numbers on a number line

14-16 minutes



When time to wrap up: Have student “freeze please” and put whiteboards away and sit back down at desk quietly to review what is the challenge for tomorrow.


Assessment: Formatively, I am listening for students to use correct terminology

such as “greater than or less than because of the numerator or denominator” etc.


This is NOT a timed assessment, but I will be seeing if students are struggling to get through the questions long after other students have responded as this may show that they are struggling with concepts.

This whiteboard activity acts as a review to ensure that I have covered all of my learning objectives within this lesson and that everything is aligned.

Differentiation If there are not enough individual white boards for all of the

students, then students will work in partners. Not only will this create a collaborative learning environment but it also focuses on social learning as students are learning with each other and through each other’s mistakes. Whiteboards also allow for trial and error as students are allowed to make mistakes and re submit without feeling like they may have got it completely wrong or completely right.

Cliffhanger/Closure TimeAssessment of Learning: Exit slip: Put these fractions in order 6/7,1/8,2/5,1/4

So we have looked at comparing and ordering fractions today, as well as, looking at equivalent fractions. Tomorrow we are going to continue on with fractions and to step up the challenge of equivalent fractions (scaffolding). We will be looking at problem solving questions that we have gained the knowledge in learning how to answer. My question that I am going to leave you with is: Can two identical fractions represent different quantities? If I have ½ a pack of gum, is that the same as ½ a pizza? Speaking of pizza… if we do really well with tomorrows learning activities.. I hear that there might be a pizza involved (this links to performance task). Let’s come prepared to learn lots tomorrow!

1:30- 2 minutes

Transition:

This section explains what students should be able to do by the end of next class so that can confidently complete their performance task.

By the end of next class, students will be able to explain that two identical fractions may not represent the same quantity. Students will also be able to represent fractions in more than 1 way confidently. Meaning that they can recognize that ½ = 4/8= 3/6 it all boils down to 1/2. Students will also become more familiar with fraction word problems and will have the ability to complete their own. This will allow for them to complete their performance task of making a fraction pizza

0 minutes (This is

side notes for teachers)



This lesson scaffolds learning opportunities for students because students are able to start making connections that fractions can be equal but this will then lead the students to question that if a fraction is ¼ of a pizza, is that the same as a ¼ of a cookie? Students will then focus on the value and size of the fraction and how the value may be same but the size of the fraction may be different. This also leads to later down the road of fraction unit to decimals. Many different fractions have the same decimal value. This starts the scaffolding to that concept.

This Lesson assumes that students have understood what concepts we have covered so far. A way that this lesson could be changed is with the review game. If I see that




students are struggling with concepts, we may have to take a few extra minutes to go through similar questions to what was on the review game and work through some questions as a class. This review may also be seen as vocabulary review, and rather than using manipulatives focus on the theory based/algorithm type class.

This lesson sets up for the next challenge in the next lesson. Today we have talked about comparing fractions and how they fall on a number line. This lead to equal fractions and how we can have two fractions that equal the same fractions. The next lesson students will compare that if fractions are equal does that mean they are the same size? No. This will be shown through looking at different items. For example, if ½ a pizza the same size as ½ a herd of elephants. This lesson also scaffolds into the performance task assessment as well. Students would be able to complete the performance task after the 3 lessons, but in order for them to feel 100% confident in all concepts we have learned these past 3 days, 1 more class can helps students to review all concepts and will be able to succeed even more within the performance task.

Lesson Title/Focus






Compare and Order Fractions

LEARNING OBJECTIVES Students will create and solve fraction word problems.


Do they understand the value of fractions (greater than or less than?) Key Questions: Are my students using appropriate terminology during class discussions, or

partner conversations? Can my students explain how a fraction may be larger or smaller (relationships)? Can they determine that the larger the denominator the smaller the fraction is? Can students explain that for different wholes, two identical fractions may not

represent the same quantity?Products/Performances: Students will follow appropriate procedures and instructions

Students are actively engaged while making their fractions Students will be able to compare different fractions Students will show an example of two identical fractions that do not represent the



same quantity due to different wholes. LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

Program of Study Fraction word problem cards Question prompt cards


Attention Grabber Have the following question prompt on the smartboard: “The answer is 1/2, what is the question?

30 seconds

Transition to Body As a class, work with the students to create a question that has the answer 1/2. Question examples could include:

What fraction is the fraction 4/8 in lowest terms? My family orders a large pizza to eat for supper (eight slices).

If I eat one slice, and my dad eats three slices, how much pizza is left?

1- 2 minutes

Body TimeLesson Show the students a word problem question prompt on the

smartboard. Students will then use the blank lined paper page in their fractions booklet to write as many questions as they can.

Cycle through three different question prompts. Students will have five minutes to write as many questions as they can come up with.

After students have completed three question prompts, have them solve fraction word problems. These will be on the smartboard and students can work through them at their own pace.

14-16 minutes


Formative: Do the questions created by students express mathematical

thinking clearly and precisely? Are the questions created by students convincing and realistic?

Cliffhanger/Closure TimeAssessment of Learning: Exit Slip

Have the students solve the following fraction word problem: “Sara has four cats. One of her cats is a boy. What fraction of

Sara’s cats are girls?”

1:30- 2 minutes

Transition:


Next Class: In the next class, students will review equivalent fractions. Then, they will look at when two identical fractions, or equivalent fractions, do not represent the same whole. This is an important skill that students need to master in order to understand fractions in their everyday life. For example, students will need to know that ½ of a large pizza is more than ½ of a medium pizza.

0 minutes (This is




This lesson is important because it scaffolds learning opportunities before the performance task. In the performance task, students will be asked to write two fraction word problems.




Lesson Title/Focus

Lesson 10: Fraction Fever(Spans two class periods; therefore, the lesson is an hour long rather than thirty minutes)

Teacher:Date:

Miss. MacDonald January 23rd




Compare and Order Fractions Model and explain that for different wholes, two identical fractions may not represent the same quantity.

LEARNING OBJECTIVES Students will explain that for different wholes, two identical fractions may not represent the same

quantity. ASSESSMENTS

Observations: Can students represent parts of fractions symbolically? Do they understand the value of fractions (greater than or less than?)

Key Questions: Can my students represent the fractions symbolically correctly? Are my students using appropriate terminology during class discussions, or

partner conversations? Can my students explain how a fraction may be larger or smaller (relationships)? Can they determine that the larger the denominator the smaller the fraction is? Can students explain that for different wholes, two identical fractions may not

represent the same quantity?Products/Performances: Students will follow appropriate procedures and instructions

Students are actively engaged while making their fractions Students will be able to compare different fractions Students will show an example of two identical fractions that do not represent the

same quantity due to different wholes. LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

Program of Study Fraction Math Problem PROCEDURE

Introduction TimeAttention Grabber Show students two different sized fraction pies (shown as pizzas). Ask

the students, “The Thomas family bought a small pizza. The Sanchez family bought a large pizza. Both families ate one-half (½) of their pizza. Did the two families eat the same amount of pizza? Why or why not?”.

30 seconds

Transition to Body Complete the word problem as a class. In doing so, students should realize that for different wholes, two identical fractions may not represent the same quantity.

1- 2 minutes

Body Time



Lesson Start the lesson by watching the following video. This video will explain to students how to make equivalent fractions (A review from the other day) and that for different wholes, two identical fractions may not represent the same quantity. https://www.khanacademy.org/math/arithmetic-home/arith-review-fractions/visualizing-equiv-frac/v/comparing-fractions-of-different-wholes-2

After the video, review the information with the students. An equivalent fraction represents the same whole separated into different fractions. However, if the whole is not the same, the fractions DO NOT represent the same quantity. Students will then complete the “equivalent fractions” worksheet.

14-16 minutes


Formative: I am listening for students to use correct terminology such as

“greater than or less than because of the numerator or denominator” etc.

Do students recognize the relationship between the value of the fraction and the numerator or denominator.


Do students recognize that, for different wholes, two identical fractions may not represent the same quantity?

Cliffhanger/Closure TimeAssessment of Learning: The equivalent fractions worksheet will be taken in and marked for a

formative assessment. This will allow me to learn whether or not students understand the concept from this lesson or not.

1:30- 2 minutes

Transition:


Next Class: In the next lesson, students will begin their performance task (part of the summative assessment for this unit). In doing so, the students will be asked to create a pizza that shows at least four different fractions, equivalent fractions for each of the four created, and the creation of two word problems for classmates to solve.

0 minutes (This is





This lesson is designed to scaffold into a few final details that students will be required to use during their performance task. Within the performance tasks, students should be able to compare fractions and make sure that their whole pizza adds up to a whole even though their fraction pieces may differ. This lesson scaffolds into the next lesson plan, as students will learn that equivalent fractions can be shown in a variety of ways. They are also placed on the same spot on the number line, but does that mean they have the same value? Is ½ of pizza the same as ½ a herd of elephants? Students will be able to recognize what value fractions have and how just because they are equal doesn’t mean their value is the same size. Once again, my core assessment is formative. I will be collecting the handouts that have been submitted but this is mostly for feedback for myself, as the teacher. I believe that students should have fun while they are learning and if a student knows that an assignment is for marks that may create unnecessary pressure. I will ensure that my assessment is valid and reliable and is aligned with my learning objectives and outcomes.

https://www.khanacademy.org/math/arithmetic-home/arith-review-fractions/visualizing-equiv-frac/v/comparing-fractions-of-different-wholes-2





Lesson Title/Focus

Lesson 10 and 11: Pizza Party Teacher:Date:

Miss. MacDonald January 24th and January 25th

GENERAL LEARNING OUTCOMESStudents will develop Number Sense


Compare and Order Fractions Name and record fractions for the parts of a whole set Model and explain that for different wholes, two identical fractions may not represent the same quantity Provide examples of where fractions are used

LEARNING OBJECTIVES Students will create a pizza that represents four different fractions. Students will demonstrate and understanding of equivalent fractions. Students will create and solve fraction word problems.


Do they understand the value of fractions (greater than or less than?) Key Questions: Do students measure equal parts on the number line and use the fractions symbols

appropriately? Do students transfer the knowledge they have gained from the past 2 lessons to a

number line? Can they use their manipulatives (fraction strips) and relate to a number line?





Attention Grabber Today we are going to have a pizza party! Transition to Body Students will be responsible for creating their own pizza based

on the knowledge of fractions that they have gained over the course.

Body Time



Learning Activity #1 Pizza Party Performance Task Review the performance task outline and rubric

pdf for more information. For this task, students will be asked to create a fraction pizza. In doing so, they will have to show four different fractions. For example, ½ of the pizza is all cheese, ¼ is peperoni, 1/8 is Hawaiian, and 1/8 is mushroom. Likewise, the students will have to create two equivalent fractions for the fractions on their pizza. For example, if my pizza is ½ cheese, two equivalent fractions could be 3/6 and 6/12. Finally, students will have to create two fraction word problems for other students to solve.


Formative: Can students name and record different fractions pictorially

and symbolically? Can students name fractions in written form? For example,

three-quarters, or three-fourths, rather than ¾. Can students compare fractions with the same denominator? Can students compare fractions with different

denominators? Can students place fractions on a number line? Can students demonstrate an understanding of equivalent

fractions? Can students create and solve word problems? Can students demonstrate that, for different wholes, two

identical fractions may not represent the same quantity?Learning Activity #2 Fractions Review:

After students are finished with their performance task, the students can begin to work on the fractions review at the end of their fractions booklet. This will provide students with a review of fractions before the upcoming test. Students will be instructed to work on this review individually.


Formative: Can students name and record different fractions pictorially

and symbolically? Can students name fractions in written form? For example,

three-quarters, or three-fourths, rather than ¾. Can students compare fractions with the same denominator? Can students compare fractions with different

denominators? Can students place fractions on a number line? Can students demonstrate an understanding of equivalent

fractions? Can students create and solve word problems? Can students demonstrate that, for different wholes, two

identical fractions may not represent the same quantity? Cliffhanger/Closure Time

Assessment of Learning: Pizza Party Performance Task Rubric (On performance task handout)

Transition: Remind students that their next class will be their fractions unit test.

Lesson 13: Unit Test- Students will complete their unit test. When they are finished they can read quietly.

Documents

kimberlymacdonald.weebly.com · Web viewName and record the shaded and non-shaded parts of a given whole region, object or set