Grade 3 CCSS.Math.Content.3.NTB Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Big Idea: Numbers can be decomposed into different combinations.
Open Question: How many ways can you make the number 63? Expected Student Responses 60 + 3 9 + 54 50 + 13 8 + 55 40 + 23 7 + 56 30 + 33 6 + 57 20 + 43 5 + 58 10 + 53 4 + 59
Management Students will have base ten blocks and a work mat to show their combinations. Students will draw all the possible combinations to make 63 on paper. Teacher questions to probe thinking: What will you do first? What made you do it that way? What patterns to you see? Can you find another way? After most students have solved the open question, students will share their thinking with a partner.
Academic Language Check: Guide students in changing their informal language or playground words into academic language or scholar words. Possible academic language; decompose, tens, ones, digit, subtraction, difference, regroup, reasonable answer, commutative property, inverse relationship. Underline them as they come up in conversation.
Debrief: We will come together as a group and list all the possible combinations for decomposing 63 on a chart. We will use the word decompose which means break apart. Provide the following speaking frames: I decomposed 63 into ____tens and ____ones. I broke 63 into __tens and ____ones.
Lesson Goal #1: Students will use base ten blocks to decompose numbers. Summarize what we have learned: Provide students with the following paragraph frame on a strip of paper. Each student completes the frame and glues in their math journal. They each need to do one, but they can continue to discuss with their partner. Remind them to use their scholar words. Have students read their paragraph to a partner. Today we discussed several possible ways to decompose the number 63. One way you could decompose 63 is by ________________. Another possible way is _______________. You could make sure your answer is correct by _______________.
Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You Know): Exit Ticket: Students will write on a post-it note 3 ways to deconstruct the number 46.
Begin with students building the number 63 using the base 10 blocks. They can build the number using any combinations that we used in Lesson #1. Refer to the chart.
Open Question: What are some different amounts you can subtract from 63?
Expected Student Responses o Take ones way (1,2,or 3) o Take way some tens (10, 20, 30, 40, 50, 60) o A few students might know how to take other amounts away (perhaps taking 7 ones away) and trade in blocks from the tens by decomposing.
Management o Students will make a list of all the numbers they are taking way from 63 and a list of the number they have left after taking away cubes/rods. o Walk around the room and listen to students as they decompose 63 to take away different amounts. o Teacher questions to probe student thinking: Can you take 17 away? How could you decompose 63 in order to have enough ones to take away? How much would you have left?
Academic Language Check: Guide students in changing their informal language or playground words into academic language or scholar words. Possible academic language; decompose, tens, ones, digit, subtract, and take away
Debrief: We will come together as a group and list some possible amounts you can take away from 63 on a chart. List the amounts taken away as well as what was left on a chart. Lesson Goal #2: Students will use base ten blocks to model subtraction problems. Guide students to infer that when you take away numbers, sometimes you need to decompose the number in order to break it into pieces you can take away from. There are many combinations you can use for 63. It depends on the number you are taking away. Provide the following speaking frames: I took ____ ones away from 63. I was left with _____. I took ____ tens away from 63. The amount that was left was_____. I decomposed 63 into ____tens and ____ones. I took away ____ tens and ____ ones. I was left with the number ____. I broke 63 into ___tens and ____ones. I subtracted ____ tens and ____ones. I was left with the number _____.
Summarize what we have learned: Provide students with the following paragraph frame on a strip of paper. Each student completes the frame and glues in their math journal. They each need to do one, but they can continue to discuss with their partner. Remind them to use their scholar words. Have students read their paragraph to a partner. Today we discussed several possible numbers we could take away from 63. If you take way_______ you are left with ______. Sometimes you have to decompose 63 in order to_______________. For example, if you take away _____, you have to decompose 63 into ____tens and ____ ones. You are left with ________. Numbers can be decomposed in many different combinations, depending on the number you are taking away.
Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You Know): Exit Ticket: Students will answer this question on a post-it: If you have 42 and you need to take way 29, how could you decompose 42? ___ tens and ____ ones. What would you have left?
Anjanette McCormack Math Concept: Fractions Grade 5 CCSS.Math. Content.5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Big Idea: Rewriting fractions so they have the same denominator is a procedure used when adding and subtracting fractions.
Open Question: What other fractions name the same amount as ? Student will use the fraction strips they made prior to this lesson to help them find fractions.
Expected Student Responses o 2/4, 3/6, 4/8, 5/10, or 6/12 is equal to .
Management o Students are working in pairs and recording the drawing and the fractions that equal to as they work on paper. o Students are using fraction bars and fraction strips to find equal amounts. o Teacher questions to probe thinking: How many fraction pieces equal ? How many 1/8 pieces equal ? How many 1/6 pieces equal ? How many 1/10 pieces equal ? How many twelfths? How many fifths or thirds? Why?
Academic Language Check: Equivalent fractions, numerator, and denominator Equal fractions-equivalent fractions
Debrief: Have students share ideas to the whole class as teacher charts. Remind them to use their new scholar words. Help students infer that equivalent fractions are equal fractions because they name the same part. You need to find an equivalent fraction when you add or subtract fractions with unlike denominators. Provide the following speaking frames: o ____ is equivalent to because it names the same amount. o 1/3 is not equivalent to because it does not name the same amount.
Partner Work: Students will work in pairs to see if they can make 1/3, , and 1/5 using fraction strips for fourths, fifths, sixths, eighths, tenths, and twelfths. Students will find equivalent fractions using fraction strips, draw it, and write it. Students will share their results with the class.
Lesson Goal #1: Students will use fractions strips to find equivalent fractions. Management o Teacher will listen to pairs sharing and help clarify any misconceptions
Debrief: Have students share ideas to the whole class as teacher charts. Remind them to use their new scholar words. Provide the following speaking frames: o ____ is equivalent to ___ because it names the same amount.
Summarize what we have learned: Provide students with the following paragraph frame on a strip of paper. Each student completes the frame and tapes in their math journal. Remind them to use their scholar words. Have students read their paragraph to a partner. Today we learned about equivalent fractions. An equivalent fraction is _____________________________. For example _____ is equivalent to ________ because ____________________. We use ____________ fractions when we need another fraction in its place to name the same amount.
Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You Know): Exit Ticket: Students will write/draw on a post-it write two fractions that are equivalent. Explain how you know they are equivalent with numbers, pictures, or words.
Open ended question: What are some fractions that are equal to 1?
Management o Teacher lists student responses on chart paper. o Teacher reviews multiplication property of 1 and shows how we can apply that knowledge to the making of equivalent fractions. o Teacher reviews academic language: equivalent fraction, numerator, and denominator
Teacher Modeling o Teacher draws and labels two equivalent fractions and 3/6 from lesson 1 o Teacher demonstrates how you can multiply the numerator and denominator by the same number (fraction of 1 or 2/2) as another way to find the equivalent fractions
Lesson Goal #2: Students will be able to find equivalent fractions by using a fraction equivalent to 1. o On the board, show how to find an equivalent fraction for 2/3. Multiply the numerator and the denominator by 2. Show your thinking on the board and how you can write the fraction 2/3 = 2x2 = 4 3x2 6 o Use fractions strips to prove 2/3 = 4/6 o Emphasize that whatever you multiply to the numerator by, you have to do the same to the denominator in order to get an equivalent fraction. o Model again with another fraction 3/4 =6/8 (multiply 2 to the numerator and the denominator) o Use fraction strips to prove = 6/8
Student Practice o Students will work with a partner to use multiplication to find equivalent fractions for 3/5, 4/10, and 7/12 o Students will draw a model to go with their work o Students will share their findings with the class
Expected Student Responses o 3/5 = 6/10 = 9/15 o 4/10 = 8/20 = 12/30 o 7/12 = 14/24 = 21/36
Management o Teacher writes student responses on chart paper o Teacher probes students with questions: What is a fraction equal to 1 that you can use to multiply? What would the fraction 3/3 give you? Would 4/4 create an equivalent fraction?
Debrief: Have students share equivalent fractions to the whole class as teacher charts responses. Provide the following speaking frames o I multiplied the numerator and denominator by ____. My equivalent fraction I got for ________ was _________. o I know my equivalent fraction of _______ is correct because _____________________. o I used ________ to create an equivalent fraction for ______ and I got __________.
Parallel Tasks: Students choose which task they prefer 1. Draw a picture showing equivalent fractions 2. Show different ways to make equivalent fractions using the multiplication model
Debrief: Display a students work from task one and task two on the ELMO. Ask the student to explain what he/she did.
Summarize what we have learned: Complete sentence frame and partner read. Equivalent fractions are __________________. We can find equivalent fractions by ________________________.
Formative Assessment: Name 2 equivalent fractions for 7/10.
Anjanette McCormack Math Concept: Fractions Grade 8 CCSS.Math.8.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 1
Big Ideas: How are things related?
Open Question: What things change as time goes on?
Expected Student Responses o Ice melts o Distance driven o Food spoils o Warm drinks get cold o Paint dries o Gas tank empties *Steer conversation in the direction of when there is a constant on certain things they change at a constant rate over time.
Management o Students working with table groups, teacher monitoring room o Probe student thinking with questions: What things in our body change over time? How does your pulse change?
Expected Student Responses o We get taller/bigger over time o Hair/nails grows over time o Skin changes over time o Pulse changes when we move o Pulse changes when we hold our breath
Academic Language Check: Guide students in changing their informal language or playground words into academic language or scholar words. Discussion as a whole class; then groups highlight phrases they used and write new words next to the original ones. Chart the language on poster or word wall as shown below. o Change= increase/decrease
Lesson Activity: o Students will work with partners to record data of their heartbeat and then graph the results. o Teacher will go over how to find pulse using the carotid artery in the neck. o Students will follow the activity directions on the worksheet for Pulse Lab. Lesson Goal #1: Students collect data and graph results. o Student fill in input/output table where number of heartbeats is the x value and time is the y value. o Students graph, label axis and discuss what they notice.
Debrief: Have students share findings to the whole class. Remind them to use their new scholar words. Help students infer that their heartbeat is going up by a constant rate each time.
Formative Assessment: Give students a graph that is already been plotted. Have students tell what the heartbeat is increasing by for each ten-second increment.
Tiered Lesson: Students will be divided into two groups depending on outcomes of the formative assessment in lesson 1. Group 1: Students will be in teams to graph a coin lab. Remind students about scholar words in conversations. Students will graph their results on large class graph once activity is completed.
Group 2: Students will be with teacher to graph the coin lab and clarify misconceptions.
Debrief: o Teacher creates a large graph on the board o Each group graphs results Help students infer that there is a trend line that shows a constant rate.
Summarize what we have learned: Complete paragraph frame and read to a partner. We have learned when there is a constant on certain things they change at a constant rate over time. We graphed our heartbeats and noticed __________________________. Then we graphed coin tosses and noticed_____________________. Therefore after looking at any graph we can conclude ______________.
Formative Assessment: Give students a test where they have to graph coordinate pairs of a real life situation and determine if they are increasing by a constant rate.
Lesson Goal #2: Students collect data and graph results of a different situation.