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TEKS/Content Standards:
4.2 Number, operation, and quantitative reasoning. The student describes and compares
fractional parts of whole objects or sets of objects. The student is expected to:
(A) use concrete objects and pictorial models to generate equivalent fractions;
(B) model fraction quantities greater than one using concrete objects and pictorial models;
(C) compare and order fractions using concrete objects and pictorial models; and
(D) relate decimals to fraction that name tenths and hundredths using concrete objects and
pictorial models.
Lesson Objectives:
Students will:
write out equivalent fractions and demonstrate them in pictures.
write out fractions that are greater than one and create an example.
compare and place fractions in order.
write fractions as decimals and model.
Prerequisite Skills:
Students must:
already have an understanding of fractional parts of a whole.
know how to write fractions.
understand how to relate decimals and fractions.
understand how to compare fractions.
Materials/Supplies/Technology:
Hershey's Milk Chocolate Fractions Book by Jerry Pallota
2 Hershey's candy bars or brown construction paper
Colored construction paper- 1 per group (no black so that marker's will show up on it)
Scissors- 1 per group
Markers- 1 per group
White boards- 1 per group
Dry erase markers- 1 per group
iPads- 1 per group
Lesson Instructional Model (circle appropriate model(s) for the lesson):
Inquiry/5E
Developmental
Mathematics
Word Study
Reinforcement
Guided Reading
Practice
Shared Reading
Problem solving
Direct Instruction
Other:
_____________________________
Steps/Sequence of Activities Correlated to Instructional Model: (The Inquiry/5E is
In the text 'target', students will write out the fraction in word form and as a
decimal.
11.
In the picture 'target', students will add the picture that they took of the example
they created.
12.
In the video 'target', students will explain how they concluded what the fraction was
from the picture they created. Students will need to help each other with taking the video
and use their rectangle papers from picture while they explain. Videos must be less than
30 seconds or if more time is needed then additional video targets must be added.
13.
The equivalent fraction will have an additional video or text target that explains how
the students know they are equivalent. It is their choice on which they would like to do.
14.
Students will save final 'Thinglink' and I will be able to access from teacher account.
(Elaborate)
15.
Several groups will be selected to present their finished product along with
explanations of what they did and why with the class. The rest of the class can asks
questions or comment on the strategies used. I will guide the discussion and ask guiding
questions as needed to further the interaction.
(Evaluate)
16.
The fractions that each of the groups used will be written up on the board and after
the discussion, the students will compare and order all the fractions on a sheet of paper
along with their reasoning of how/why that will be turned in as they leave class.