Grade/Course:5Math Unit:Numbers Topic:Fractions LengthofLesson:minutes CaitlinTingey Stage1DesiredResults GeneralandSpecificOutcomes(Knowledge,Skills,&Attitudes/values): GLODevelopNumberSense 7.N.65.N.7Demonstrateanunderstandingoffractionsbyusingconcreteandpictorial representationstocreatesetsofequivalentfractionsandcomparefractionswithlikeandunlike denominators[C,CN,PS,R,V] 1.EnduringUnderstandings:Studentswillunderstandthat... 1. Equivalentfractionsarefractionsthatrepresentthesamevalue. 2. Differentstrategiescanbeusedtocomparefractionswithunlikedenominators. 2.EssentialQuestions:Thekeyquestionswewillanswerare...

1. Whatareequivalentfractions? 2. Howcanwecomparefractionswithlikeandunlikedenominators 3.Studentswillknow... Thatwecanrepresentfractionsofthesamevaluewithfractionsthatlookdifferentfromone anotherwithavarietyofstrategies. 4.Studentswillbeableto... Createafractionsfoldablethatrepresentsequivalentfractionsandcreateandexplainsetsof equivalentfractionsandbeabletoexplainthattheyrepresentthesamequalityconcretelyand pictorially.Aswellasformulatearulefordevelopingequivalentfractionsandplacefractionsona numberline. Stage2AssessmentEvidence(AssessmentAS/OF/FORLearning) 1.AssessmentStrategy(PerformanceTask,ObservationChecklist, Interview,etc.):Observation:formativeArestudentsactivelyparticipatinginthecreationofthe foldable afterthelessonstudentsaresplitintothreedifferentassessmentgroups: handout:formativestudentswillcompletehandoutandgiveitbacktotheteacheronce

completedforassessment,thiswillprovidetheteacherwithinformationastowherethestudent maybeexperiencingdifficulty patternblocksstation:formativethishandsonmanipulativeallowsstudentstobuildtheirown equivalentfractionsusingpatternblocks.Studentstakepicturesoftheirequivalentfractionswith theclassroomiPadandthisishowtheirworkissubmittedtotheteacher. Game:formativesmallgroupofstudentswillplaytheequivalentfractionsgamegodarthlikego fishonlywithequivalentfractions TeacherTime:FormativeTheremainingstudentswillhavebeengroupedbasedonneedinthe topicbeingdiscussed,thiscouldbestudentswhoneedextraexplanationforthefirsttimesuch asIEPstudents,orstudentswhoyouknowmaybeneedingextrahelp. 2.AssessmentCriteria(Rubric,AchievementIndicatorsfromCurriculum,Studentor TeacherGenerated):Isthestudentableto... 1. Createasetofequivalentfractionsandexplainwhytherearemanyequivalentfractions foranyfractionusingconcretematerials? 2. Modelandexplainthatequivalentfractionsrepresentthesamequantity? 3. Determineiftwofractionsareequivalentusingconcretematerialsorpictorial representations? 4. Formulateandverifyarulefordevelopingasetofequivalentfractions? 5. Identifyequivalentfractionsforafraction? 6. Comparetwofractionswithunlikedenominatorsbycreatingequivalentfractions? 7. Positionasetoffractionswithlikeandunlikedenominatorsonanumberline(verticalor horizontal),andexplainstrategiesusedtodeterminetheorder? 3.Formative/Summative(Howwillassessmentbeusedinthislesson?): FormativeAssessmentofLearning AssessmentforLearning>Handouts 4.ConsiderationofAssessmentForI.E.Pstudents(ifany): StudentswillhaveassistanceofanEA(ifavailable). Studentswillbeprovidedwithalternatehandout(ifapplicable) Studentswillbeprovidedwithextraexplanation(ifneeded) Stage3LearningPlan 1.Activating: Studentswillbeginclassbyworkingontheirdailymath.Theydothisatthebeginningofevery classsothereforeknowtheroutine.Theygoandgettheirbooklet/sheetfromthebin,sitattheir desk,completetheworkfortheday,thengettheirbindersreadyforthelesson. Iwillbegintalkingwiththestudentsaboutpiecesofpizza,piecesofcake,andwhentheyarecut

andyougetapieceyouaregettingafractionofthepieceofpizzaorthecake.Thendiscussif thepizzaiscutintofourpiecesandIgetonepiecehowthatis.Tellthemthatthisisafraction. Cantheydefineafraction?Dotheyhavemoreexamplesoffractions? Iwillthendiscusswithstudentstheconceptoffractionsandthencheckwhattheyremember. Especiallyonthetopicofnumeratorsanddenominators. 2.Acquiring: WewillthentakethesheetsofpaperthatIhavegiveneveryoneandstartcreatingfractionsheet foldables.Wewillstartwithonewholeatthebottom,thencutthenextsheetinhalfandtalk aboutwhatthisrepresents,onehalfeachslice.Aswecompletethiswewillobservehow multiplesetsofonefractionequalalargerfraction,andwithdifferentnumberstheyarethesame amount. Wewillbegintalkingaboutequivalentfractionsanddiscusshowanequivalentfractionsare fractionsthatrepresentthesamenumberbuthavedifferentnumeratorsanddenominators. Tomakeequivalentfractionsmultiplythenumeratorandthedenominatorbythesamenumber( thatisbiggerthan1). Tosimplifydividethenumeratorandthedenominatorbythesamenumber. 3.Apply: AfterthelessonstudentswillthenbreakintothegroupthatIhaveassignedthemto.These groupsareasfollows: Handout:Studentswillcompletehandoutandgiveitbacktotheteacheroncecompletedfor assessment. Patternblocksstation:thishandsonmanipulativeallowsstudentstobuildtheirownequivalent fractionsusingpatternblocks.Studentswillcreatewhateverequivalentfractionstheycanthink of,therewillbearequirementof5separatefractions.Studentstakepicturesoftheirequivalent fractionswiththeclassroomiPadandthisishowtheirworkissubmittedtotheteacher. Game:formativesmallgroupofstudentswillplaytheequivalentfractionsgamegodarthlikego fishonlywithequivalentfractions.Instructionsareincludedwiththegame.Thekidsknowhowto playgofish,socanadapttherulestothegametheyaregiven. TeacherTime:Theremainingstudentswillhavebeengroupedbasedonneedinthetopicbeing discussed,thiscouldbestudentswhoneedextraexplanationforthefirsttimesuchasIEP students,orstudentswhoyouknowmaybeneedingextrahelp.Iwillbeinstructingthese studentsonthetopicthatwehavejustcovered. 4.Accommodations/ModificationsforExceptionalLearners:

StudentswillhaveanEAassisting(ifapplicable) Studentswillreceiveextraexplanation Studentswillhavethematerialreadtothem Studentsverbalexplanationswillberecordedforthem. Resources: ManitobaCurriculum,Grade5. Foldable:http://the4thgrademayniacs.blogspot.com.au/2012/11/equivalentfractions.html GoDarth: http://www.teachersnotebook.com/product/FernSmith/freegodarthequivalentfractionsgofish cardgame

LearningMaterialsRequired: Foldablehandouts Patternblocks CopyofGoDarth Copiesofhandouts CrossCurricularIntegration: Lifeskills