Custom Date Range (by Day) - March 3, 2014 - March 7, 2014 [CC...

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Date Printed: 4-15-14

Custom Date Range (by Day) - March 3, 2014 - March 7, 2014

Printed By: Ashlee Simpson

Monday, March 3, 2014

Simpson Math 2014 - 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention
to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this princip
Lesson: Investigations Unit 6 Session 2.3 (Split into two lessons for ST Math time) Materials: Fraction Cards, SA pg. 33 Daily Objective: Compare two fractions with different numerators and different denominators. Procedure: -T will start a discussion on "One Piece is Missing" -S will participate in small and whole group discussions on whether two fractions are the same size. ex. 3/4 and 5/6. -S will finish fraction cards, when done will play the game "Capture Fractions" -T will introduce the game "Capture Fractions" -SW divide fraction deck in half -SW take turns flipping over fraction cards. SW larger fraction wins -S with most cards wins -S will play the game "Capture Fractions" in pairs. -S will complete pg. 33 during the game by writing down fractions that are equivalent. Assessment: Can the students compare two fractions with different numerators and different denominators? Lemov: Wait Time, Cold Call Kagan: Round Robin Co-Teaching: One Lead Teach/One Observe Related Standards/Objectives: 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.A.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, e.g., by using a visual fraction model.

Tuesday, March 4, 2014

Simpson Math 2014 - 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention
to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this princip
Lesson: Investigations Unit 6 Session 2.3 (Split into two lessons for ST Math time) Materials: Fraction Cards, SA pg. 33 Daily Objective: Compare two fractions with different numerators and different denominators. Procedure: -T will start a discussion on "One Piece is Missing" -S will participate in small and whole group discussions on whether two fractions are the same size. ex. 3/4 and 5/6. -S will finish fraction cards, when done will play the game "Capture Fractions" -T will introduce the game "Capture Fractions" -SW divide fraction deck in half -SW take turns flipping over fraction cards. SW larger fraction wins -S with most cards wins -S will play the game "Capture Fractions" in pairs. -S will complete pg. 33 during the game by writing down fractions that are equivalent. Assessment: Can the students compare two fractions with different numerators and different denominators? Lemov: Wait Time, Cold Call Kagan: Round Robin Co-Teaching: One Lead Teach/One Observe Related Standards/Objectives: 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.A.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, e.g., by using a visual fraction model.

Wednesday, March 5, 2014

Simpson Math 2014 - 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention
to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this princip
Lesson: Equivalent Fractions Foldable Flip Book

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Custom Date Range (by Day) - March 3, 2014 - March 7, 2014 [CC...

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Materials: construction paper, markers, scissors, fraction cards (created yesterday) Daily Objective: Students must know how to create equivalent fractions. Procedure: - T will pass out construction paper (4 colors) - T will show completed flip book so students see the end result - T will give step by step directions on how to create the flip book - S will create flip book following T directions - When complete, T will ask guiding questions about equivalent fractions and comparing fractions using the fraction cards from the Fraction Compare game yesterday If time: - ST Math rotations and math stations - Small group (RTI) - abacus addition/subtraction Assessment: Can students identify equivalent fractions? Do students use landmark fractions (1/2 and 1 whole) to compare fractions? Lemov: 100 Percent Kagan: Pair, Share Co-Teaching: One Teach/One support teach Related Standards/Objectives: 4.NF.A.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, e.g., by using a visual fraction model. 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Thursday, March 6, 2014

Simpson Math 2014 - 4.NF.A.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractio
Lesson: Investigations Unit 6 Session 2.4 Materials: Landmark cards, fraction cards, SA pg. 37, T68, pencil Daily Objective: SWBAT compare two fractions with different numerators and different denominators. Procedure: -TW ask when students used landmark numbers this year and what were those numbersthink pair share -TW pass out landmark numbers 0, !, 1, and 2 -SW work in groups sorting their fraction model cards into seven piles -Equal to 0 -Between 0 and 1/2 -Equal to 1/2 -Between 1/2 and 1 -Equal to 1 -Between 1 and 2 -Equal to 2 or greater than 2 -SW use a graphic organizer and record the order of the fraction cards based on the landmark numbers with the whole class. -SW complete pg. 37 "Fractions in Containers" independently Assessment: Can the students compare fractions with different numerators and different denominators? Lemov: Circulate, Positive Framing Kagan: Think, Pair, Share Co-Teaching: Parallel Teaching Related Standards/Objectives: 4.NF.A.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, e.g., by using a visual fraction model.

Friday, March 7, 2014

Simpson Math 2014 - 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention
to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this princip
Lesson: Investigations Unit 6 Session 2.5 Materials: fraction cards, pencil, SA pg. 39 Daily Objective: SWBAT order fractions on a number line and identify equivalent fractions. Procedure: -TW start the lesson with a discussion on comparing 3/8 and 2/4. -SW think, pair, share on how they can tell which is larger, compare to a landmark, and if they could be equal.

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Custom Date Range (by Day) - March 3, 2014 - March 7, 2014 [CC...

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-TW introduce the class number line and SW be working the next two days to complete the number line of fractions. Math Workshop -SW work in pairs to complete a fraction number line with their fraction cards -Capture Fractions -ST math rotations Assessment: Can the students order fractions on a number line and identify equivalent fractions? Lemov: At Bats, Circulate Kagan: Think, Pair, Share Co-Teaching: Parallel Teaching Related Standards/Objectives: 4.NF.A.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols > , = , or < , and justify the conclusions, e.g., by using a visual fraction model. 4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n x a) / (n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

2014 Clark County School District

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