Math with Mrs. Gregory
Week 4
A Recipe for Success (Exploring Fractions)
Monday
Introduction to Fractions
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Opening Activity | Apple Pie Dialogue
I will begin the class with an open discussion. "Can you give any examples of fractions? I want you to think about fractions from everyday life and write them down in your math journals. If you can not give any examples, think of an apple pie. Now think about slicing the pie up in pieces. Draw a big circle in your journal imitating a pie." Next we will work to answer the following questions pertaining to the pie drawing on the board using three volunteers. Record in journal (iPad or notebook). 1) There are 8 slices in the pie and (student 1) ate 4 of them. What fraction of the pie is left for (student 2) to eat? 2) Out of the remaining slices left for (student 2), (student 3) ate 1 of them, what fractional representation did (student 3) eat of the remaining apple pie? Main Activity | Info Chart with Skittles To further introduce students to fractions, we will be discussing how they are used in everyday life. They will be using skittles to create fractions and place the information into the chart. I will hand out one bag of fun size skittles packets to each student and tell them to open their packages and separate each bag of skittles into colors. Once they have done this, I will have each student write their results for each color in the chart handed out to them (left). We will then fill in a chart on the overhead with the totals of each students colors. (I will ask for one of the students data and fill in the chart on the overhead.) We will discuss the parts to whole relationship they are creating with the Skittles. Students will file this in their math journals (glue worksheet or add digital). Support | Exit Ticket with "I Have, Who Has" Cards This is a mini activity that we will do with the students to help them become more familiar with fractions. Each student will receive a card and have to find their match. These will be signed by the students and turned in at the end of class as the Exit Ticket. Cards will also be downloaded to iPads. |
Tuesday
Exploring Equivalent Fractions
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Opening Activity | Hershey's Chocolate Scenario
I will start today's lesson by giving students the following scenario: "Mrs. Gregory has a Hershey's chocolate bar and the principal is making her split the candy bar with Miss Ashley (the next door teacher). Mrs. Gregory told Miss Ashley that she would give her 2/4 of the candy bar. Is this half of the candy bar?" Students will work this in their journals. I will then ask the students for their response, have them explain their reasoning, and then support dialogue over equivalent fractions (6/12 equals 2/4 equals 1/2, etc.) Main Activity | "Spoon" They'll Be Great At Equivalent Fractions! The students will get in small groups of 3-6 students. They will use spoons and fraction cards to help them figure out equivalent fractions. Click the link for "Spoons" game directions! Will keep score in math journals and make notes. Can use iPads for this game. https://games4gains.com/blogs/teaching-ideas/equivalent-fractions-game-of-spoons Support | Exit Ticket with Note Card Today's Exit Ticket is short and sweet. I will write a fraction on the board and the students will have to write 3 equivalent fractions on a note card to turn in as they leave. These will then be stored in math journals (digital or physical). |
Wednesday
Reducing and Simplifying Fractions
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Opening Activity | How Much Cake?
I will have the students discuss with math partners the following question: "Would you want to have 2/8 or 4/16 of the cake?" I will have the students collaborate and raise their hands to which portion they would rather have of the cake, also recording responses in their journals. Then I will have the students explain their reasoning behind choosing which portion they want of the cake. Main Activity | Rainbow Fraction Circles After listening to the student’s responses from the opening activity, we will use rainbow fraction circles to further support this discussion. I'll take out the 2/8 and 4/16 rainbow fraction circles, place them side by side and ask the students the same question. They should be able to tell that they are equal. Now I will put up on the overhead some examples of fractions, such as 2/4 and 4/12, and explain to them that they are going to be simplifying fractions. In order to simplify a fraction, the numerator and denominator have to be divisible by the same number. A easy way to figure out what number goes into both numbers is to list each numbers factors. *Find the factors of 4 and 12. Factors of 4 =1,2, and 4 Factors of 12 = 1, 2, 3, 4, 6, and 12 Now we will compare the factors and find all the numbers that each number has in common. 2 and 4 are in both factors of the numbers. I will explain to them that they can use either number, but to find the fraction in simplest form, use the biggest common factor. Now we will divide each part of the fraction by the common factor. They must divide the numerator and denominator by the SAME number. So 4 / 4 = 1 and 12 / 4 = 3. So now the reduced fraction will be 1/3. 4/12 = 1/3 *Give more examples if needed. **Rainbow fraction circles will also be downloaded to iPads. Support | Exit Ticket with Worksheet Have the students get into groups of 4. Hand out simplifying fractions worksheet or have students complete via iPads/electronic pens. Explain to them that they need to find the greatest common factor and they need to simplify the fraction. For bonus, find the equivalent fraction to the reduced fraction. Can use fraction bars for support. Add to math journals! |
Thursday
Comparing Fractions
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Opening Activity | Hungry Alligator
Students will learn if a fraction is less than, greater than, or equal to another fraction. I will ask the students the following question, “If the alligator always eats the biggest fraction, how do I know which fraction the alligator will eat?” Give the students a couple minutes to write in their math journals which fractions the alligator will eat and why. Have volunteers share their responses, then discuss the correct answers. Main Activity | Class Dialogue + Worksheet Demonstrate how to find the bigger fraction (opening activity discussion.) Now the students will have to determine which fraction is bigger, 5/8 or 4/7. The process that they must take is to find a common denominator for the two fractions: tell them to multiply the denominators together, and that will be the common denominator for the two fractions. *Note that what you multiply the denominator by you have to multiply the numerator by that very same number. Show them an example and repeat the process steps as you show them how to complete the problem. Now they will be able to determine which fraction is greater than, less than, or equal to. Now discuss other methods and have them make note cards to keep handy! (Left) To build upon lesson, students will work individually or in groups to complete Comparing Fractions Worksheet. Can use fraction bars for support. Can use iPads to complete. Add to math journals! Support | Exit Ticket with Line Up Each student will be given a fraction card, and I will note that I am the benchmark (half). The students will have to line up in order from smallest fraction to greatest fraction in order to leave class! |
Friday
Adding and Subtracting Fractions
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Opening Activity | Story Time
Students will use fraction circles, fraction strips, and calculators to assist them in figuring out if a fraction is less than, greater than, or equal to another fraction. "I want to make fall treats to bring into the class for our Halloween party next month. From the survey that you all filled out for me in our last class, I am going to make a Mississippi Mud cake and themed sugar cookies. The cake recipe calls for 1 1⁄4 cups of sugar and the cookies requires 2 3/4 cups of sugar. I have 3 1⁄4 cups of sugar at my house. Do I have enough to make the treats for class or do I have to go to the store to get more sugar? If I have to go to the store, how much more sugar do I need?" Students work to solve the story and jot thoughts/questions down in math journal. Can work with partner, record thoughts/questions in notebook or iPad journal. Main Activity | Demonstration of Adding and Subtracting Fractions I will give students problems and time to solve, then model correct way and explain. 1) Addition problem: 2/9 + 6/9= 2) Subtraction problem: 9/10 -3/10= ***Note that the two fractions have the same denominator. Now I will put up the following 2 problems on the board: 3) 1/2 + 1/4= 4) 6/10- 2/5= The students will then add / subtract the above fractions. I will tell them that they need to find a common denominator between the two fractions if they do not already have one. Once they find a common denominator between the two fractions, then they will be able to compute the fraction addition / subtraction. I will explain to them that one can be found once they find a common multiple of the two numbers. (So the common multiple between the two denominators is the common denominator.) To build upon lesson, students will work individually, with a partner, or in groups to complete Adding/Subtracting Fractions Worksheet. Can use fraction bars for support. Can use iPads to complete. Add to math journals! Support | Exit Ticket Today's Exit Ticket will be to turn in mathematics journal (notebook, iPad, or video presentation/voice recording with attached visuals). I will check for any questions, completion of activities, and understanding of this week's fractions lesson. |
Lesson Plan and Unit Organizer
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Materials
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Objectives
Students will be able to ...
- recognize the idea that the whole is made of several parts.
- recognize fractions in everyday life.
- interpret a chart to create fractions.
- express which fractions are equivalent to each other.
- explain why the fractions are equivalent.
- compare decimal values to find equivalences.
- compare fractions by determining if the fractions are ‘less than,’ ‘greater than,’ or ‘equal to.’
- explain why a fraction is larger/smaller than another fraction.
- manipulate fraction bars to add and subtract fractions with common and unlike denominators.
- add and subtract fractions with common and unlike denominators without using manipulatives.
- recognize the idea that the whole is made of several parts.
- recognize fractions in everyday life.
- interpret a chart to create fractions.
- express which fractions are equivalent to each other.
- explain why the fractions are equivalent.
- compare decimal values to find equivalences.
- compare fractions by determining if the fractions are ‘less than,’ ‘greater than,’ or ‘equal to.’
- explain why a fraction is larger/smaller than another fraction.
- manipulate fraction bars to add and subtract fractions with common and unlike denominators.
- add and subtract fractions with common and unlike denominators without using manipulatives.
Connections
In addition to this unit, we will connect this lesson when preparing for our class Halloween party. The students will aide in determining how much baking supplies is needed for all the treats we wish to bake as well as how much money we will need. For example, fractions of sugar, flour, and other ingredients will provide students with the opportunity to apply their knowledge from this unit.
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Citations
Student Choice
This unit is full of choices from whether to do the assignments individually, small group, large group, etc., depending upon the number of students in the classroom. The activities also allow for choice in regard to which assessment methods students want to select and apply, and even how they solve questions in their math journals.
Research Supporting Choice in the Classroom:
Catlin, K. S., Lewan, G. J., & Perignon, B. J. (1999). Increasing student engagement through goal-setting, cooperative learning & student choice. (Master's Action Research Project, Saint Xavier University and IRI/SkyLight).
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.
Articles for Further Inquiry:
http://www.edutopia.org/blog/five-strategies-more-voice-choice-students-rebecca-alber
www.alfiekohn.org/article/choices-children/
This unit is full of choices from whether to do the assignments individually, small group, large group, etc., depending upon the number of students in the classroom. The activities also allow for choice in regard to which assessment methods students want to select and apply, and even how they solve questions in their math journals.
Research Supporting Choice in the Classroom:
Catlin, K. S., Lewan, G. J., & Perignon, B. J. (1999). Increasing student engagement through goal-setting, cooperative learning & student choice. (Master's Action Research Project, Saint Xavier University and IRI/SkyLight).
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.
Articles for Further Inquiry:
http://www.edutopia.org/blog/five-strategies-more-voice-choice-students-rebecca-alber
www.alfiekohn.org/article/choices-children/
Classroom InsightAuthentic Learning and Project Based Learning
The unit culminates with a real-world project, and who doesn't love baking cookies, cakes, and other treats! It is authentic learning to students when they engage in these activities.
http://www.newtechnetwork.org.590elmp01.blackmesh.com/sites/default/files/dr/pblresearch2.pdf http://www.jstor.org/stable/1001838?seq=1#page_scan_tab_contents Self-Rated Rubric
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Universal Design for LearningMany of the concepts embedded in this lesson, which may only become obvious if you look at the lesson plan and unit plan, draw fundamentally upon the concepts of the Universal Design for Learning. To learn more about how to use the concepts of the UDL for ALL students, not just those with disabilities, please view their website at www.udlcenter.org/
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Technology in the Classroom
Research shows that technology, used well, can increase interest in the curriculum, and even increase access to the curriculum. It's also a hot-button topic in education, and a requirement as part of IDEA and NCLB. How and why we use technology:
http://www.nea.org/assets/docs/PB19_Technology08.pdf http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Transforming-Education-with-Technology.aspx Course ReferencesChristensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting Class: How disruptive innovation will change the way the world learns. New York, NY: McGraw-Hill.
Watson, J., Murin, A., Vashaw, L., Gemin, B. & Rapp, C. (2012). Keeping pace with K-12 online and blended learning: An annual review of policy and practice (9th ed). Durango, CO: Evergreen Education Group. |