Crandall University

Robyn Fraction Fun

Developed by: Amanda Auffrey & Brock Leaman
Grade level: 5

Round

February 23, 2015

Outcomes
Required Materials, Tools and Technology
Universal
for Learning
GCO: 5.1.7Design
Demonstrate
an understanding of fractions by using concrete and pictorial representations
Representation
to:
Whiteboard (markers, eraser)
SCO: 5.1.7.1 create sets of equivalent fractions
Individual whiteboards
Notes
and
examples will be placed on the whiteboard.
Dice
(fraction)
Equivalent fractions
Counters
Patterns
equivalent
fractions
Manipulatives
willofbe
used
to explain
concepts.
Handouts (attached
to lesson
plan):
Reduce fractions to lowest terms
Circle graph
Manipulatives
will be used
by students
practice
5.1.7.2 Compare
fractions
with like to
and
unlike concepts.
denominators.
Grid
Compare fractions and mixed numbers (Grade 5 - K.7)
Fraction
strip
Handouts
be provided
at the
stations.
Students are welcome to take them home after the lesson.
Putwill
fractions
in order
(Grade
5 - K.8)
SWBAT:
Alternative materials:
1. I will be able to show sets of equivalent fractions, show patterns of equivalent fractions, and reduce
Egg cartons with counters
fractions to lowest terms.
Centimeter cubes
2. I willand
be Expression
able to compare fractions and mixed numbers and put them in order.
Action
Assessment (formative/summative, self/peer)
Special Concerns
What prior data is informing your instruction?
Students will be given the opportunity to represent their understanding of fractions in several ways.
Students will be expected to have learned basic mathematical operations. Students will have been
Microphones will be used to aid in student learning.
The
activities
gearedthe
to previous
assist students
introduced
toare
fractions
year. in developing strategies to succeed in learning fractions.
Students may show their knowledge with the manipulatives, with pencil and paper, whiteboards, or with
What
assessment
verbal
explanationsstrategies will measure the learning from the outcomes?
Differentiation
AThis
summative
assessment
be given
lesson lends
itself tocan
multiple
MIs.in form of a test. We recommend that students also have access
to manipulatives.
Kinesthetic manipulatives
Interpersonal group work
Formative assessments can be done throughout the unit in form of observations.
Intrapersonal individual problem solving
Verbal linguistic instructions, write out problem and solution
Peer and self-assessment can be done throughout the unit.
Logical solving math problems, number sequence.
Visual using manipulatives
Timeline / Elaboration
Before (APK)
1m
Engagement
Focus Question
In-Class Support
We willmay
work
together
to be sure thatinall
students
are able to
Students
work
with manipulatives
groups,
individually
or succeed
in pairs. at their stations. All presenters will
What are fractions?
circulate between stations.
Noise
levels should be kept at a dull roar as not to distract students.
During
30 m
Before we begin, materials must be prepared and ready to go onto the tables.
Students are encouraged to try the problem individually then to collaborate with a partner and then with
a group to solve a difficult concept
Cross-curricular Connections
Attention getter:
Let
studentsisknow
that in
the
more they work with the manipulative, the easier it will get.
Everyone
listening
5-4-3-2-1
Language arts students can be asked to construct a paragraph describing how they achieved their
1m
answers.
Intro:
Today we will be introducing four activities that some of you may want to use in your classrooms.
(Stimulate interest and motivation for learning)
Although these activities are meant to fulfill grade five outcomes, they can be used a different grades to
strengthen students understanding of fractions.
Reflection
Fractions are an intricate part of the foundation of mathematics. Fractions are the first operation within
ourThis
curriculum
thathard
goestobeyond
basic
of addition,
multiplication,
and
addition.
lesson was
narrowthe
down.
Weprinciple
would have
liked to subtraction,
represent a variety
of grades
and
It is
important
for the
student
comfortable
with fractions
in limit
orderthe
to presentation
build confidence
andgrade
ensure
activities.
There
is so
much to feel
cover
that it becomes
difficult to
to one
level
success
in later
mathofrelated
learnings.
arehave
all around
us and
important part
our
and only
a couple
outcomes.
Based Fractions
on what we
seen from
thethey
firstare
fewan
presentations,
weofbelieve
daily
lives.
A
strong
number
sense
is
a
key
indicator
in
the
success
of
students
when
learning
fractions.
that Stewart has a good reason for doing the presentations in this way.
5m