Grade 5 Unit Plan: Developing Strategies For Computations With Fractions

COMPUTATIONSWITHFRACTIONS
Grade5UnitPlan:
DevelopingStrategiesforComputationswithFractions
ByJohannaNeumann,AngelaBrown,
SophieAnneLalondeLeblanc,&SarahLyons
TableofContents
DevelopingFractionConcepts....p.2
DevelopingStrategiesforFractionComputations..p.3
NCTM&NBFractionExpectationsforGrade5p.4
NBCurriculumStrategiesp.5
FractionConceptReview.....p.7
IntroductiontoComputation............p.11
AddingFractionstoMakeaFlag.p.15
SubtractionComputationActivities.....p.21
FractionComputationReview.p.26
FractionComputationSummativeAssessment...p.33
References...p.36
DevelopingStrategiesforComputationswithFractions
Our unit is full of lessons to teach fractional computations for Grade 5. In New Brunswick, Fractional
Computations are not taught until middle school. Therefore, this unitshouldbeusedasanenrichmentresource
to prepare students for higher level learning. We will begin by reviewing fractional concepts and using the
knowledge, activities,andhandoutsgained topreassessstudentsbeforeenteringintotheconceptuallearningof
additionandsubtractionconceptsinfractionalcomputations.
FractionalConcepts
Afractionisarepresentationofpartsofawhole.Fractionscanbemodeledasanarea,alength,oraset.
Itisimportanttohelpeasestudentsanxietywithfractionswhenyoubeginteachingittothem.Todoso,real
lifeexamplesanduseofmanipulateswillhelp.Whenfractionsarefirstintroduced,itisbeneficialtoteach
fractionalpartsofawholeasasharingactivityforstudentstoconnecttheideasoffairsharesandfractional
parts.Terminologycanalsobeusedinreallifeexamples.Ifyouhad4shoes3blueand1pink,1/4represents1
differentpinkshoeoutofatotalof4shoes.Thedenominatoristhebottomnumberemphasizingalloftheparts
ofthewhole.Thetop,calledanumerator,iswhateitherisbeingtaken,focusedon,left,ordifferent.
Fractionsareapartofdailylifeandgivingthestudentsreasontounderstandtheconceptsisimportant.
Somestudentsmayassumethatallequivalentfractionsarethesame.Ifonewholeissmallerthantheonewith
thesamefraction,thefractionalproportionwillbedifferent.Therefore,fractionsizeisrelative.Halfofasmall
pizzaisnotthesameasathirdofapartysizedpizza.Ifyouhadtochooseoneandwantedthelargestamount,
halfasmallpizzawillnotofferyouasmuchasathirdofalargerone.Whetherfractionalconceptshavebeen
coveredinthepast,ornotatall,itisagoodideatorefreshtheconceptsoffractionsandensureunderstanding
beforedivingintocomputations.
BigIdeas
Thereare5mainaspectsaboutteachingfractionsthatshouldbekeptinmind:
1. Studentsneedtoexperiencefractionsindifferentwaystounderstandthem.Aspartofawhole,
ratios,division.
2. Whenworkingwithfractions,therearethreecategoriesyoucanmodelfractionsin:area,length,
andsetorquantity.
3. Partitioninganditeratinghelpsstudentsunderstandthemeaningoffractions.
4. Studentswillneedlotsofexperiencesinestimatingfractions.
5. Mostimportantly,studentsneedtounderstandequivalentfractions(VanDeWalle,2015,p.
284).
FractionComputations
Itisimportantforstudentstoflexiblyandaccuratelycomputewithfractionsbecauseitiscloselyrelated
toalgebra.Ifstudentsenteralgebrawithalowunderstandingoffractionsandonlyknowtheformulasor
procedurestheywillcontinuetostrugglethroughouttheirschoolingbecauseithassuchahugefoundationto
everythingelse.Therefore,itisimportantforstudentstounderstandfractionnumbersensebeforemovingon.
Whenstudentsarefollowingaspecificproceduretheyarenotactuallyunderstandingwhattheyaredoingandit
doesntcausethemtothinkaboutit.Theydonothavethemeanstoassesstheirresultstoseeiftheymake
sense.Thesamegoesforadditionandsubtractionoffractionsbecauseiftheyarejustusingaproceduretheyare
notreallyunderstandingwhattheyareaddingorsubtracting.Ourgoalinthislessonisforstudentstouse
manipulativesanddifferentcontextswheretheycanapplyaddingandsubtractingfractionsandgetuseto
fractionnumbersense.
BigIdeas
Estimationisanimportantfactorincomputationdevelopmentasitkeepsstudentsattentiononthe
meaningsoftheoperationsandtheexpectedsizesoftheresults.Operationswithfractionsshouldbegin
byapplyingthesesamemeaningstofractionalparts:
1. Whenaddingandsubtracting,thenumeratortellsthenumberofpartsandthedenominatortells
theunit.Thesepartsarewhatisaddedorsubtracted.
2. Partitionandmeasurementmodelsleadtotwodifferentthoughtprocessesfordivisionof
fractions(VanDeWalle,2015,p.310).
NationalCouncilofTeachersofMathematicsStandards:
Grades35NumberandOperations
Forlearningfractions,allstudentsshould:
Understandnumbers,waysofrepresentingnumbers,relationshipsamongnumbers,andnumbersystems
Developunderstandingoffractionsaspartsofunitwholes,aspartsofacollection,as
locationsonnumberlines,andasdivisionsofwholenumbers
Usemodels,benchmarks,andequivalentformstojudgethesizeoffractions
Recognizeandgenerateequivalentformsofcommonlyusedfractions,decimals,andpercents
Computefluentlyandmakereasonableestimates
Developandusestrategiestoestimatecomputationsinvolvingfractionsanddecimalsin
situationsrelevanttostudentsexperience
Usevisualmodels,benchmarks,andequivalentformstoaddandsubtractcommonlyused
fractionsanddecimals
NBCurriculumOutcomes:
StudentExpectations
GCO:Number(N):Developnumbersense
SCO:N7:Demonstrateanunderstandingoffractionsbyusingconcreteandpictorialrepresentationsto:
createsetsofequivalentfractions
comparefractionswithlikeandunlikedenominators.[C,CN,PS,R,V]
NBCurriculum:
StrategiesforLessons
AchievementIndicators
GuidingQuestions:
WhatevidencewillIlookfortoknowthatlearninghasoccurred?
Whatshouldstudentsdemonstratetoshowtheirunderstandingofthemathematicalconceptsand
skills?Usethefollowingsetofindicatorsasaguidetodeterminewhetherstudentshavemetthe
correspondingspecificoutcome.
Createasetofequivalentfractionsandexplainwhytherearemanyequivalentfractionsforany
givenfractionusingconcretematerials.
Modelandexplainthatequivalentfractionsrepresentthesamequantity.
Determineiftwogivenfractionsareequivalentusingconcretematerialsorpictorialrepresentations.
Formulateandverifyapersonalstrategyfordevelopingasetofequivalentfractions.
Identifyequivalentfractionsforagivenfraction.
Comparetwogivenfractionswithunlikedenominatorsandexplainthestrategy.
Positionagivensetoffractionswithlikeandunlikedenominatorsonanumberlineandexplain
strategiesusedtodeterminetheorder.
PlanningforInstruction
Beforeintroducingnewmaterial,considerwaystoassessandbuildonstudents'knowledgeand
skills.
GuidingQuestions:
WhatlearningopportunitiesandexperiencesshouldIprovidetopromotelearningoftheoutcomes
andpermitstudentstodemonstratetheirlearning?
WhatteachingstrategiesandresourcesshouldIuse?
HowwillImeetthediverselearningneedsofmystudents?
ChoosingInstructionalStrategies
Considerthefollowingstrategieswhenplanninglessons:
Providethestudentswithavarietyofactivitiesthatincludethethreeinterpretationsof
fractions:1)partofawhole(e.g.,partachocolatebar)2)partofaset(e.g.,partof30
marbles)and3)partofalinearmeasurement(e.g.,partofa4mpieceofrope).
Providemanyopportunitiesforstudentstomodelfractionsbothconcretelyandpictorially,
usingavarietyofmodelssuchas,patternblocks,gridpaper,fractionpieces,fractiontowers,
counters,Cuisenairerods,eggcartons,numberlines,etc.
Pointouttothestudentthattorename86as43,youcan"clump"the8sectionsofthe
wholeintotwos.Therearethenfourgroupsof2sectionsthreeofthefourgroupsare
shaded.
Usenumberlinesandothermodelstocomparefractionsandexploreequivalencies.
Usechildrensliterature,suchasFractionActionbyLoreenLeedy,toreviewbasicfraction
concepts.
PossibleModels:
gridpaper,numberlines,doublenumberlines,fractionpieces,Cuisenairerods,counters,egg
cartons,patternblocks,geoboards,colourtiles,fractioncircles,dominoes
AssessmentStrategies
Lookbackatwhatyoudeterminedasacceptableevidence.
GuidingQuestions
Whatarethemostappropriatemethodsandactivitiesforassessingstudentlearning?
HowwillIalignmyassessmentstrategieswithmyteachingstrategies?Assessmentcanandshould
happeneverydayasapartofinstruction.Avarietyofapproachesandcontextsshouldbeusedfor
assessingallstudents:asaclass,ingroups,andindividualstudents.
FollowupAssessment
GuidingQuestions
Whatconclusionscanbemadefromassessmentinformation?
Howeffectivehaveinstructionalapproachesbeen?
Whatarethenextstepsininstruction?
AngelaBrown
Lesson:
FractionConceptReview
Grade:
5
Time:
6070minutes
LessonDescription:
Studentswillreviewfractionconceptsthroughhandsonanddiscussionbasedlearning.Theywillusefraction
tiles,walkandcreatea3Dfractionalnumberlineingroups,createequivalentpizzaslices,andTheteacher
willusethisclassasapreassessmenttoolbyobservingstudentsatworkandconferringwithindividualsat
theirtablestoseeifmoreneedstobetaughtbeforedivingintofractionalcomputationenrichment.The
followingclassesshouldchallengeandpreparestudentsformiddleschool,thustheseconceptsmustbelearnt
firstandforemost.
NCTM:
GCO:
Grades35Expectations:Ingrades35allstudentsshould:
Understandnumbers,waysofrepresentingnumbers,relationshipsamongnumbers,andnumbersystems
Developunderstandingoffractionsaspartsofunitwholes,aspartsofacollection,aslocations
onnumberlines,andasdivisionsofwholenumbers
Recognizeandgenerateequivalentformsofcommonlyusedfractions,decimals,andpercents
Computefluentlyandmakereasonableestimates
Developandusestrategiestoestimatecomputationsinvolvingfractionsanddecimalsin
situationsrelevanttostudentsexperience
Usevisualmodels,benchmarks,andequivalentformstoaddandsubtractcommonlyused
fractionsanddecimals
SCO:
Studentswillbeexpectedto:
Reviewpreviousknowledgeoffractionconcepts
Showunderstandingofequivalentfractionsthroughhandsonactivitiesanddiscussion
Usedifferentrepresentationsoffractionsappropriately
Worktogethertoshareideasandpriorknowledge
Objective:
Studentswillreviewfractionconceptsandfurthertheirunderstanding
Studentswillworktogetherandindividuallytoreviewfractionconcepts
Studentswillusecorrectterminologywhendescribingfractions
Studentswillaskquestionsanddiscusspossibleanswerswithoneanother
Materials:
Painterstapetocreateanumberlineonthefloor.Besuretotapedownalargesheetthatreads0and
a1inthecorrectspotofthenumberline,withenoughroomforthefractioncardstobeplacedalong
it.
Fractioncards(thesearebestmadebywritingfractionsinmarkeroncardstocktoensurethefraction
lineishorizontalinsteadofdiagonal.Besuretousefractionsupto12,andenoughcardsforanequal
amountperteam.Youcanalsoaddindecimalsandpercentagesforachallenge)
FractionStripsSheethttp://timvandevall.com/wpcontent/uploads/blankfractionstrips.png(coloured
andblackandwhitefractionstripsareavailableatthissite)
FractionRods(optional,butagreatadditiontounderstandingthefractionstripsheet)
Whiteboardmarker&whiteboard(orSmartboardifalreadyturnedon/preferred)
PizzaWorksheetswithequivalentfractionsworksheet,pizzaproblemsolvingandpizzafractioncut
outs,freedownloadat:PizzaFractionfunwww.lauracandler.com
Engagement(10minutes):
Studentswillbeintriguedbythepainterstapeonthefloor.Theteacherwillmentionthatwewilltestour
knowledgewithitattheendoftheclass.Havematerialsplacedonstudenttablestogenerateinterest.
Beginwiththe
fractionstripssheet
.Activatepriorknowledgefromlastclassbyaskingquestions.Can
thefirstrodatthetoprepresent1wholeorisitfractioned?Drawitontheboardandcolourinpartofit
(1/2).Askthestudentstotellyouwhatfractionitnowrepresents.Askiftherodbelowitalsoshows
this,andgothroughthesheettogether,movingontoseeifstudentscanshadein2/3,andexplainhow
3/3isonewhole.
Instructstudentstolabeltherestoftheirsheet.Thiswillcomeinhandyforthenextday.Studentswill
havefractionrodsattheirtablethattheywillbeinstructedtouseiftheywish.Theycanbeplacedand
manipulatedontopoftheblankfractionsheetforbetterunderstanding.
Afteracoupleminutesoflabeling,theteacherwilltellstudentstoturntothe
PizzaProblem
sheet
fromthebaggie(besuretogivealinedsheetofpaperforthemaswell).
Theteacherwillaskthequestiontotheclass,andletstudentsgivetheiransweronlooseleaf.The
answerswillbecollectedtofindoutabouttheirpriorknowledgeoffractionconcepts.
Exploration(20minutes):
Theteacherwillgiveeachteamasetofpizzasinallfractionsizes.
Instructstudentstoplacethehandoutlabeled,
pizzafractionplacement
inthemiddleoftheirteams
table.
StudentswillplacethePizzaFractionPlacemat(thewholedividedintotwelfths)inthemiddleofthe
team.
Askeachstudenttochooseapizzaandsharewiththeirgroupwhatpizzatheyhave.
Theteacherwillremindstudentstocarefullycutaparttheirpizzasonthelines.
Theteacherwillinstructallstudentstowritethefractionlabeledontheirhandoutonthebackofeach
piece.Ex.fourth,halve,third.
Theteacherwillgoovertheterms,numeratoranddenominatorbyaskingthestudentsifthey
rememberwhatitmaybe,anddrawingavisual(fraction)onthewhiteboardtohelpthemremember.
Astheydoso,asktheclass,ifyourpizzasliceswerenotlabeled,howmightyouknowwhatfractionit
represents?Donotgivetheanswer,allowstudentstohypothesize.
Theteacherwillthenhavethemfindthe5equivalentfractionsworksheetsintheirteamsbaggyifnot
alreadyoutandeachstudentwilltakeoneandbeginworkingtogethertoanswerthesheet.
StudentscreatetheproblemonthePizzaPlacemat.Whoeverhasthefractionneededwillhelpwiththe
questionbyplacingitonthematandcomparing.
Eachstudentwillrecordtheanswerontheirownworksheet.
Explanation(510minutes):
Theteacherwillinstructstudentstolookattheir
pizzaproblemquestionsheet
.Adiscussionintable
groupsaboutthepizzaproblemfromtheengagementstagewilltakeplacetoallowstudentstoreflect
andhelpeachothercometoaconclusion.
Theteacherwillaskeachgroupwhattheythinktheansweris,andthewholeclasswillfindouttogether
whatthetrueansweris.
Theteachercanalsodrawthesameproblemorsimilarproblemontheboardasachocolatebar,andsee
ifstudentscanansweritwithadifferentrepresentation.
ExpansionandElaboration(20minutes):
Neartheendoftheday,theteacherwilldirectthestudentsattentionbacktothelonglineoftapeonthe
floor.Theteacherwillhavestudentsstaywiththeirpartner,orbeplacedinlargergroupstomakethe
gamequicker,andgiveeachgroupanevenamountoffractioncards.
Theteacherwillensurethatstudentsunderstandnottowalkonoroverthefractioncardsonthenumber
line.Theyaretowalkaroundthenumberlinetoallowotherteamstomovearound.
Theteacherwilltellthemthatonthecountof3,theywillworkwiththeirteamstoplaceeachfraction
theyhaveonthecorrectspotalong
thenumberline
.Studentsmaydesignateonepersontopersuade
anotherteamtomovetheirfractionpieceiftheybelievetheirsissupposetogothere.
Whenallfractiontilesareplaced,theteacherwillaskstudentstostepbackintoacirclearoundthe
numberlineandlooktoseeiftheythinkanythingneedstobechanged.Studentswillleadthis
discussion.Theteacherwillmakesuretheyareusingthecorrectfractionallanguagewhendescribing
fractions.

10
EvaluationandCleanup(510minutes):
Theteacherwillobservestudentsatworkandhelpwhereneededthroughoutthelesson.Thiswillalso
helptheteacherkeeptrackofthelearningandhoweachindividualstudentisdoing.
Theteacherwillpassoutan
exitslip
attheendofthedayforstudentstocompleteinclass.Theteacher
willaskthatitbehandedinwhendone.Thisshouldtakenomorethan5minutestocomplete.Theexit
slipisonthenextpage.
Theteacherwillalsocollecttheequivalentfractionsworksheets,fractionstripsheet,andpizzaproblem
answersheet,ensuringanameiswrittenonall,totrackunderstandingandparticipation.
Studentswillputeverythingbackthewayitwasfoundatthestartofclass.
Accommodations
Forearlyfinishers,orthoseneedingachallenge,theteachercaninstructthattheyaddotherequivalent
fractionstotheequivalentfractionsworksheet.
Studentswillworktogethertofurthertheirunderstandingandmemoryoffractionconceptsthrough
handsonactivities,movement,discussion,independentworkandteamwork.
Exit Slip
Name:
_______________________
Ialreadyknewhowto
useanumberline
labelfractionstrips
placefractionsonanumberline
thedifferencebetweenafraction
andawhole
explainwhatanumeratorand
denominatoris
makeequivalentfractionsupto/8
TodayIlearned
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
11
makeequivalentfractionsupto/12
AngelaBrown
Lesson:
ReviewandIntroductiontoComputation
Grade:
5
Time:
60minutes
LessonDescription:
Studentswillreviewfractionconceptsandterminologyusedlastclasswithlegomanipulatestoensurethey
understandtheconceptindifferentways.Thislessonwillenhanceunderstandingandslowlyintroducestudents,
ingroups,tofractioncomputationsbyaddingfractiontilestoawhole.
NCTM:
GCO:
Grades35Expectations:Ingrades35allstudentsshould:
developunderstandingoffractionsaspartsofunitwholes,aspartsofacollection,aslocationson
numberlines,andasdivisionsofwholenumbers
Usevisualmodels,benchmarks,andequivalentformstoaddandsubtractcommonlyusedfractions
anddecimals
SCO:
Studentswillbeexpectedto:
Reviewandshowunderstandingoffractionconceptsandtermswithlegos
Expresstheirthoughtsandideasoffractionpartsandwholes
Usedifferentmanipulatestoshowandenhanceknowledgeoffractions
Worktogethertohelpeachotherlearnfractionalcomputations
Objective:
Studentswillhaveenoughknowledgeoffractionconceptstoadvanceontocomputations.
Studentswillunderstandhowfractionscanbeusedindifferentways.
Studentswillbeabletousetheirproblemsolvingskillstoanswerquestions.
Materials:
EquivalentFractionswithLegosworksheets(availablefreetoprint:
https://www.scholastic.com/teachers/sites/default/files/posts/u24/images/lego_exploring_equivalent_fra
ctions_with_legos.pdf)
Legos(abucketofregularsizedlegospertabletouse)
12
whiteboardmarkers
Fractionstripmanipulates
Fractiontiles/fractionstrips(foreachstudenttouse)
Fractionstripsheetfrompreviouslesson
Engagement(1520minutes):
Theteacherwillgivestudentstimetoplaywiththelegosattheirtable.Theteacherwillinstructthat
theymakelegotowersduringthisplaytime!Afteracoupleminutes,oruntilallstudentshavestucka
fewlegopiecestogether,theteacherwilltellstudentstoplacetheirlegocreationinfrontofthemand
placetheirhandsontheirlap/anywhereoffthetable!
Studentswillbeinstructedtotradecreationswiththepersoninfrontofthemandwithawhiteboard
marker,writeonthetablehowmanyfractionsofeachcolourtheyseeinthelegocreation.Theteacher
canalsoinstructstudentstocreatedecimalsandpercentageswitheachfraction!
Theteacherwillaskstudentstogivebackthelegocreationtothecreator.Theywillcheckeachothers
answersbyexplainingtotheirpartnerhowtheygoteachfraction/decimal/percentageandtheirpartner
willprovideverbalassessmentandhelpaftertheyexplain.
Theteacherwillcirculateandchecktoseehowstudentsaredoingwiththeirfractionconcepts
throughout.
Studentswillthenfillouttheirequivalentfractionsworksheetandtheywillbeallowedtousethelegos
tohelpthemcompleteit.
Exploration(510minutes):
TheteacherwillmodelhowtoplayRollaWhole.He/shewillrollthefractiondieandsaywhat
fractionitlandedon(ex.).Thentheteacherwilltakeoutthewholetilefromthefractiontiles,and
inquirefromthestudentstofindouthowtoshowofawholewiththeothertilesavailable.5ofthe
tileswillbechosen,andthentheteacherwillaskastudenttotry!
Studentswillbeabletopracticewiththetilesandthedieforpractice.Eachstudentgetsaturnrolling
thedieandplacingthetilesout.Studentswillhelpeachothermake1wholeindifferentways.
Theteacherwillcirculateandhelpwhenotherstudentsatthetablecannot.Theteacherwillalsoask
studentsatvarioustimeswhiletheypractice,howtheycanshowthenumberonthedieinanotherway?
Thismakesthemusetheirknowledgeofequivalentfractions.
Explanation(1020minutes):
After5minutesofpractice,theteacherwilltellthestudentsthatitistimetoplayRollaWhole!The
objectiveistorollthedice,makethefraction,andkeeprollingandaddingfractionstothewholestrip
untilitisfull!Wewanttofindoutifalltablescanrollandmakeawholefractioninjust10minutes!
(Theteacherdoesnothavetodesignatethegameto10min.exactly,theideaistohavealltablesachieve
thegoalofrollingtoawhole).
Theteacherwillmodelthegametotheclassandansweranyquestionsaboutthegame.
13
Studentswillworkwiththeirtables,witheachindividualhavingaturntorollandaddtothewhole
whenpossible.
Elaboration(510minutes):
Theteacherwillelaborateonanyquestionsthatmaycomeupduringoraftergameplaytoensure
understanding
Theteacherwillaskthatstudentsputawaytheirfractiontilesandtakeoutsomelegos.
Studentswillworkwiththeirtabletocreateanadditionproblemwithlegos.Whentheycreateone,one
studentwillraisetheirhandandtheteacherwillcomeovertocheckitand/help.
Evaluation(5minutes):
Theteacherwillcirculatearoundtheroomandcheckforunderstanding
Theteacherwilllistentostudentdiscussionandaskquestionswhenneededtoensuretheyareusingthe
rightterminology,tochallenge,orforunderstanding
Anexitslipwillbepassedoutattheendofclassforstudentstocomplete.Thiswillhelptheteacher
tailorfuturelessonstothestudentsneeds.
Accommodations:
Studentswillworktogetherwithmanipulativestofurtherknowledgeoffractionsandadvanceintothe
realmofcomputations.
Studentswillbeencouragedtohelpeachotherduringthelessonandlearnfromoneanother.
Theteacherwillaskprobingquestions,joininwhereneeded,oralterthetaskathandthroughoutthe
learningifhe/shebelievesachallengeisneededorstepsneedtobebrokendownforsomeone
struggling.
14
Exit Slip
Name:________________________
TodayIlearned
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
QuestionsIhave
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Inowfeellike
AfractionwizIunderstandImayneedmorehelpIamreallyconfused
15
SophieAnneLalondeLeblanc
Lessontitle:
Addingfractionstomakeaflag
Brieflessondescription:
Thislessonwillbeusedtointroducecomputingfractionsbyallowingstudentstobecreativewhilestill
manipulatingfractionsinachallengingway.Theteacherwillbeginthelessonbymodellinghowadding
fractionslooksinavisualmannerbydrawingafewsquaresontheboardandtellingastoryonhowtheyhadto
giveawayacertainamountoftheirpizzastoothers.Studentswillthenbegivenasmallbookletwheretheywill
beabletopracticeandapplytheconcept.Thisbookletwillalsobeusedasaformativemethodofevaluationto
ensurestudentsunderstandwhattheyneedtodo.
Provincialcontent/standardsoutcomes:
createsetsofequivalentfractions
comparefractionswithlikeandunlikedenominators.
Materials:
Whiteboard&dryerasemarker
Activitybooklet
SmartBoard
Procedure:
Beforethelesson:
Ensurethatyouhaveenoughcopiesofthebookletforallstudents.
Warmup(~5minutes):
AskstudentstoshadeintheappropriateamountofdifferentshapesontheSmartBoard.
Minilesson(~15minutes):
Explaintostudentsastory:
LastnightIhadsomepeopleoverforsupper.Wecooked3differentkindsofpizzasandIcut
themsotheywouldallhave8pieces.Igaveoneslicetoeachofthe10kids,then8moretoeach
adult.HowmuchofallpizzasdidIgiveaway?
Showthem,ontheboard,whatitlookslike(bytakingpiecesfromdifferentpizzas)andshadeineachof
thepiecesyoumention.
16
Whenyoureachthe18/24conclusion,askstudentsifthereisasimplerwaytowritethefraction(3/4)
Ensurethatyoushowthemhowitlooksasthe3/4
Activitybooklet(~20minutes):
Explaintostudentswhattheyareexpectedtodointhebooklettheyaretousetheappropriatecolours
andshadeintheappropriateamountoftheflagmentioned.
Remindstudentsthatfractionsdon'tallhavetolookthesameandremindthemtocountthesquaresto
knowhowtocalculatethefractions.
Allowstudentstoworkontheirbookletandwalkaroundtheroomtoconferwithsomestudents.
Helpanystudentwhomaybeconfusedorblocked.
Cleanup(~5minutes):
Askstudentstoputawayalltheirmaterialsandcleanuptheirtables.
17
Name:____________________________
Makeyourownflag
Colour2/6oftheflagBlueand2/3Red.
Colour1/3oftheflagRed,4/9Blueand2/9Pink
18
Colour1/2oftheflaginYellow,2/5inOrangeand1/10inBlue
Colour1/2oftheflagRed,1/4Blue,and1/4Green
19
Colour1/8oftheflagYellow,1/2Orange,1/5Green,1/8Blue,and1/20Pink
Colour1/7oftheflagRed,1/2Pink,1/8Blue,2/14Green,1/14Black,and1/56Yellow
20
Howmuchwhiteisthereintheflag?Writeyouranswerasafraction:__
HowmuchYellowisthereintheflag?Writeyouranswerasafraction:__
HowmuchOrangeisthereintheflag?Writeyouranswerasafraction:__
WhatfractiondoestheYellowandOrange,altogether,representoftheflag?Writeyouranswerasafraction:__
21
Teacher:Ms.Lyons
ElementaryMath:DevelopingStrategiesforComputationwithFractionsSUBTRACTION
Grade:5
Time:45minutes
Materials:
MaskingTape
WhiteBoard
Skittles
PencilandPaper
NBEssentialStandardsandClarifyingObjectives
GCO:Number(N)Developnumbersense
SCO:N9:Describeandrepresentdecimals(tenthsandhundredths)concretely,pictoriallyand
symbolically.[C,CN,R,V]
NCTMStandards:
Grades35Expectations:Ingrades35allstudentsshould
usevisualmodels,benchmarks,andequivalentformstoaddandsubtractcommonlyusedfractions
anddecimals
LessonObjectives:
Byisolatingorremovingportionsofagroupofpeopleorobjectsstudentswilldeveloptheirskillsin
subtractingfractionswithlikedenominators.
DifferentiationStrategies:
Theexplorationphasesofthelearningprocesswillbedoneasawholegroupandtheninsmallgroups,
providinggroupsupportasstudentsbecomefamiliarwiththematerial.
Activity1:ExileIsland15mins
Procedure:
Teacher
Teachercreatestwolargecirclesonthefloorusing
maskingtape,anddesignatesonecircleasHomeBase,
andthesecondasExileIsland.
Teachercalls5studentstocomestandinHome
Base.
Students
Studentanswers5/5.100%1.0,1.
22
Teacherasks,sincetherearefivepeopleinthegroup,
whatfractionrepresentsthewholegroup?Records
answeronwhiteboard.Teacheraskshowtorepresent
thenumberasapercent,decimalandwholenumber.
Becausethegodsoftheislanddespisethecolour
orange,theteacherexilesfromthegroupeveryone
wearinganorangeshirt.
Teacheraskswhatpercentageofthewholegroup
havebeenexiled,andrecordsanswer.
Teacheraskswhatpercentageofthewholegroup
remain,andrecordsanswer.
Teacherreiterates,whileaddingequationmarksto
thenotestaken:So,ifyousubtract1/5,from5/5,you
get4/5?
Soiftherulesofmathareconsistent,then4/5+1/5
=5/5?
Teacherdemonstratestheequationpictorially,
drawingfivesquaresinalineandfillingtheminto
represent5/5.Teacherhasavolunteerdepicttheaddition
equationusingthispictoralrepresentation,andanother
volunteertodepictthesubtractionequation(usingthe
whiteboarderaser.
*Activitycontinuesforseveralrounds,withtheteacher
collectingsmallgroupsandexilingmembersasper
studentsuggestions(everyonewithbrownhair/allofthe
boys/peoplewhodislikebroccoli).
*Whencommonfractionsarise(,,)teacherasks
studentstoidentifythedecimalandpercentequivalents
andrecordsthembelowthefractions.
*Teacherregularlyasksstudentswhethertherearemore
studentsinHomeBaseorExileIsland,andwhat
approximatepercentageofthegroupeachcluster
represents.
StudentswearingorangeshirtsdefecttoExile
Island.
Studentanswers1/5.
Studentanswers4/5.
Studentsreflectonhowtheequationonthe
boardrepresentsthescenariothatjustplayedout.
Studentsagreethatthisformulamakessense
andistrue.
Student1depictsadditionequationpictorally
student2considershowtodepictsubtraction
pictoriallyanddecidesonusingtheeraser.
Activity2:NowLetsDigestWhatWeLearned20mins
Exploration
Teacher
Teacherdividesstudentsintogroupsoffiveand
placesapaperplateinthemiddleofeachgroup.
Teacherwrites5coloursontheboardandasksthe
groupstoassigneachmemberacolour.Eachmember
mustrecordtheirnameandthelistofmembercoloursat
thetopofapieceoflooseleaf.
Teacherintroducestheactivity,listingthestepson
theboardastheyaregiven:
Eachgroupwillbegivenonebagofskittles.Emptythe
Skittlesintoyourplate.Asagroupperformeach
operationfrom110.Eachmembermustrecordthe
answersontheirownpieceofpaper.
1.
Whatfractionrepresentsthewholenumberof
Skittlesinyourplate?
2.
HavePurplePlayerremoveallpurpleSkittles,count
them,andtheneatthem.Writethesubtractionequation
thatrepresentsthisaction.
3.
DeterminetheNEWwholenumberofskittlesinthe
plate.
4.
HaveRedPlayerremove,count,andeatthered
Skittles.Writethesubtractionequationthatthisaction
represents.
5.
plate.
6.
HaveGreenPlayerremove,count,andeatthegreen
Skittles.Writethesubtractionequationthatthisaction
represents.
7.
plate.
8.
HaveOrangePlayerremove,count,andeatthe
orangeSkittles.Writethesubtractionequationthatthis
actionrepresents.
9.
plate.
23
Students
Studentslisttheirnamesandcolourchoices
onpaper.
Purpleplayercountsandeatspurple
skittles/studentsrecordfractions.
Redplayercountsandeatsred
Greenplayercountsandeatsgreen
Orangeplayercountsandeatsorange
24
10.
HaveYellowPlayerremove,count,andeatthe
yellowSkittles.Writethesubtractionequationthatthis
actionrepresents.
Yellowplayercountsandeatsyellow
Activity3:WhoAtetheMostSkittles?10mins
Evaluation:
Teacher
Teacherhasstudentsreturntotheirdeskstocomplete
th
the11
questionbeforediscussing/handingintheir
results.
Question11:WhoinyourgroupatethemostSkittles?
Explainyouranswer.
Teacherleadsadiscussionaboutwhoatethemost
Skittlesineachgroup.Wasitthepersonwhoatethe
largestnumerator,orthepersonwhoatethelargest
percentage?Teacherconvertsonegroupslistof
fractionstopercentagestodemonstratehowthechanging
denominatorskewstheresults.Whyarethedifferent
fractionsyourecordednotrepresentativeofeach
personsportionofthebagofskittles?Whydoesthe
denominatorhavetostaythesameinthiscase?
Teacherasksstudentstocrossoutthefractionson
theirsheetswithasingleslashandwritetheappropriate
fractionthatrepresentseachpersonsportion,then
th
answera12
question.
Question12:Whatsubtraction
equation
(usingfractions)
wouldbestrepresentthenumberofskittleseatenbythe
yellowplayeronyourteam?
Reference
VandeWalle,J.A.,Folk,S.,Karp,K.S.,&Bay
th
Williams,J.M.(2013).(4
Canadianed.).
ElementaryandMiddleSchoolMathematics:
TeachingDevelopmentally.Toronto,ON:
Pearson.
Students
th
Studentsreturntotheirdeskstocomplete11
question.
Studentsofferupideasandsuggestionsasthe
classworksthroughthematerialtogether.While
theteacherguidesthediscussion,thestudents
posetheirownquestionsandmaketheirown
hypotheses.
th
Studentscomplete12
questionsandhandin
resultsheetssothatteachercanverify
understanding.
25
MathematicsGrade5CurriculumNB:
http://www.gnb.ca/0000/publications/curric/Math
ematics_NB_Curriculum_Grade_5.pdf
26
Title of Lesson: Review of Fractions

Teacher:
Miss Neumann
Subject
: Mathematics
Grade: 5
th
Date:
February 20
2015
Curriculum Outcome:
Createsetsofequivalentfractions
Comparefractionswithlikeandunlikedenominators.[C,CN,PS,R,V]
NCTMStandards:
Grades35Expectations:InGrades35allstudentsshould:
Usevisualmodels,benchmarksandequivalentformstoaddandsubtractcommonlyusedfractionsand
decimals
Class Objective:
The objective for this lesson is for students to understand that fractions are equivalent that have a
different denominator and for students to understand the value of fractions by placing them on a
number line.
Time Required for this lesson:
It will take about 10 minutes to go over the smart board activity and then another 10 minutes for
the students to put the fraction pieces together and then the last activity where they have to order
fractions on the number lines will take 25 minutes, which will be a total of about 45 minutes.
Materials/Resources:
- Number line
- Fraction Pieces
- Smart board
27
- Blank fraction piece worksheet to fill in and cut out
Methods /Structures:
- Small Groups
- Whole class Discussion
Instructional Strategies/Procedure for the Class:

Engagement:
I will introduce this lesson by going over their prior knowledge of fractions by starting with a smart
board lesson about fractions, decimals and percentages. Much of this lesson will be a review for the
students before the summative assessment of the unit. The only main focus of new material that
this lesson will focus on will be comparing fractions with like and unlike fractions using a number
line and fraction pieces.
Teacher will ask students if a fraction can be equal when it has a different denominator? If the
denominator is a higher number does it mean its a bigger or smaller part then a number with a
lower number as a denominator?
The Middle:
Students will be given fraction pieces and then instructed to put the pieces together like the picture
below so that they fit together. I will remind students how fractions are all part of a whole and that
each piece is one part of a whole.
28
The End:
Students will end by making a huge number line with everybodys fraction to see how many
fractions are equivalent.
First the students will pick what color they want the number line to be, then they will use masking
tape to make the number line and glue on the referents, 0, and 1.
Next each group will have a sheet of fractions to cut out and figure out where they go on the number
line once and then glue it on their. There should be many fractions that are equal.
29
AppendixA.SmartBoardLesson
30
31
32
Title of Lesson: Summative Assessment Fractions Unit

Teacher:
Miss Neumann
Subject
: Mathematics
Grade: 5
th
Date:
February 20
2015
Curriculum Outcome:
Createsetsofequivalentfractions
Comparefractionswithlikeandunlikedenominators.[C,CN,PS,R,V]
NCTMStandards:
Grades35Expectations:InGrades35allstudentsshould:
Usevisualmodels,benchmarksandequivalentformstoaddandsubtractcommonlyusedfractionsand
decimals
Class Objective:
The objective for this lesson is for students to apply everything they learnt in this unit about
fractions. Including fractions are equivalent that have a different denominator and for students to
understand the value of fractions by placing them on a number line. As well as adding fractions.
Time Required for this lesson:
It will take about five minutes for each student to finish the assessment individually with the
teacher and while each student takes a turn to apply their knowledge of fractions. Math centers will
be set up around the room and each group will stay at each station for ten minutes for a total of fifty
minutes and five different groups.
Materials/Resources:
-
Math center games

Methods /Structures:
33
-
-
-
-
Small Groups
Whole class Discussion
Teacher conferencing
Summative assessment
Instructional Strategies/Procedure for the Class:

1. Students will be in math centers while the teacher is testing each child individually for a few
minutes each.
2.
There will be five math centers that the students will be rotating through.
3.
The first math center is called capture the fraction.

4.
The second math center is called greater than or less than. Students will use a dice to roll two
numbers and fill them in the spot and then write whether the fraction is greater, less than or
equal to the other fraction.
5.
The third center will be called no prep differentiated fraction game. Each group of partners
are given counters in a small cup and dump them out. Then they are instructed to sort them
into red and yellow
. Have students make as many equivalent fractions as possible using the
counters. The largest denominator possible is 12.
6. The fourth center will be organizing fractions and decimals on a number line.
7. The fifth math center will be Making subtraction fraction sentences with playing cards.
34
AppendixA.
1. Orderthefractionsinorderfromleasttogreatestonthenumberline.
12 48 13 34 15
2.Howmuchwhiteisthereintheflag?Writetheanswerasafraction____
Howmuchblueandredisthereintheflag?writetheanswerasanadditionfraction
sentence_________________
35
3.Whatfractionrepresentsthewholenumberofskittles?___
Yougotreallyhungryandatealltheredskittles.Writethesubtractionequationthatrepresentsthisaction.
_________________________________________
4.Howmanyfractionpiecesaremadewithmushrooms?______
Howmanyfractionpiecesaremadewithpepperoni?_______
Howmanyfractionpiecesaremadewithgreenpepper?______
References
Candler,L(2012).Pizzafractionfun.
TeachingResources
Mathdrills(2013).Unlabeledfractionsworksheets.
MathematicsGrade5CurriculumNB:http://www.gnb.ca/0000/publications/curric/Mathematics_NB_
Curriculum_Grade_5.pdf
Misskprimary(2007,May8).Fractionsdisplay.
Flickr.
Tripp,K.(2013,April24).Rollawhole:Fractionsmathgame.
TeachBesideMe.
VanDeWalle,J.A.,Folk,S.,Karp,K.S.,&BayWilliams,J.M.(2011).Elementaryandmiddle
rd
schoolmathematics:Teachingdevelopmentally(3
ed.).Toronto
Zimmerman,A.(2012).Exploringequivalentfractionswithlegos.
Scholastic
.
Noprepdifferentiatedfractiongame(2013,May13).RetrievedMarch14,2015.
36

Grade 5 Unit Plan: Developing Strategies For Computations With Fractions

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COMPUTATIONSWITHFRACTIONS

Title of Lesson: Review of Fractions

- Blank fraction piece worksheet to fill in and cut out

Instructional Strategies/Procedure for the Class:

Title of Lesson: Summative Assessment Fractions Unit

Math center games

Instructional Strategies/Procedure for the Class:

The first math center is called capture the fraction.

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