Beruflich Dokumente
Kultur Dokumente
Subject:Math
Unit7Overview:
7.1LiquidVolume
7.2Exploringarrays,volume,andequalshares
7.3Numberstorieswithmeasures
7.4Fractionstrips
7.5Fractionsonanumberline,part1
7.6Fractionsonanumberline,part2
7.7Comparingfractions
7.8Findingrulesforcomparingfractions
7.9Locatingfractionsonnumberlines
7.10Justifyingfractioncomparisons
7.11Fractionsinnumberstories
7.12Fractionsofcollections
7.13Unit7Assessment
Schedule:
Monday2/8
Tuesday2/9
Wednesday
2/10
Thursday2/11
Friday2/12
(reviewunit6)
(reviewunit6)
Unit6Test
7.1
7.2
Monday2/15
Tuesday2/16
Wednesday
2/17
Thursday2/18
Friday2/19
NoSchool
Pretest
7.3
7.4
review
Monday2/22
Tuesday2/23
Wednesday
2/24
Thursday2/25
Friday2/26
7.5
7.6
7.7
7.8
7.8/7.9
Monday2/29
Tuesday3/1
Wednesday3/2 Thursday3/3
Friday3/4
7.9
7.10
7.11
7.12
Monday3/7
Tuesday3/8
Wednesday3/9 Thursday3/10
Friday3/11
Unit7Test
NoSchool
Review/catchup Review
7.11
Mathgames
Lesson7.1:LiquidVolume
Objective:Studentswillestimateandmeasureliquidvolumes.
Standards:CCSS3.NBT.2Solveproblemsinvolvingmeasurementandestimationofintervals
oftime,liquidvolumes,andmassesofobjects.
Materials:
studentwhiteboards,markers
SMARTboard,presentation
3emptycontainers(about1L,L,L)
1Lmeasuringcup(alsomarkedwithmL)
variousliquidcontainersmeasuringdifferentamounts(sodacan,milkjug,sodabottle,
etc.)
Vocab:Liquidvolume(howmuchliquidacontainerholds),Liter,Milliliter(standardunitsof
measure)
Procedure:
Opening/WarmUp(10min):
Displaywarmupproblemsonboard.Readdirections:oneofthesehasasumof
about
250
.Writethatproblem,notthesum,onyourwhiteboards.Emphasizeestimation.
Checkwhiteboardsforunderstanding.Repeatwithsecondandthirdlines.
Showstudentsthethreecontainersandaskwhichonetheythinkhasthegreatest
volume.(Remindthemwhatvolumemeans).AskHowcouldyoufindout?Havethem
discusswitha
partner
.Shareideaswithgroup.
GuidingQuestions:Whattoolscouldweusetomeasureliquidvolume?
Whatisanexampleofastandardliquidunit?(cups,liters,milliliters,ounces,
gallons,etc.)
Explainwewillbeusinglitersandmilliliters.Cups,gallons,etc.=US,just
likeinches,feet
MainLesson(20min):
Havestudentsgatherinfrontonthefloor,bringwhiteboards.
Showtheclassthe1Lmeasuringcup.Askwhattheynotice.Askwhytheythinkthere
arelinesmarked.Explainthatthisisa1Lmeasuringcup,butitisalsomarkedin
milliliters(likearuler).1literisequalto1,000milliliters.AskhowmanymLeachmark
shows(100).Showthemtheothersideofthecupthatfeaturescupsandouncesto
showsimilarquantities.
Showtheclassthe250mLmeasuringcuphowmanyofthesecouldfitinthe1Lcup?
Repeatwithvarioussizedmeasuringcups.
Showtheclassthedropper.Ifweknowthatthismeasuringdeviceholds1,000mL,how
manymLdoyouthinkthistoolcanhold?(about1mL).Modelhowtofillthedropperand
emptyitintothe1Lmeasuringcup.
Gobacktothemathmessage.Holdupthecontainerstudentsthoughtwasthebiggest.
Askwhichmeasuringdeviceweshouldusetodetermineitsvolume.
Modelhowtofillthemeasuringcup.Askstudentvolunteertoexamineandmake
surethewaterlineiscorrect.
Fillcontainerwithmeasuringcup,keepingtrackofhowmanytimesyouhaveto
refillthecup.
AskstudentshowmanymL(orL)areinthecontainer.Whatisthevolumeofthe
container?
Iftime,repeatwithother2containerstoconfirmwhichhadthegreatestvolume.
Displayeverydaycontainersforstudentstoseedifferentvolumesrepresentedwith
familiarthings.
Closure(10min):
Askstudentswhatvolumemeans?WhataremLandL?HowmanymLarein1L?
Studentswillreturntoseatsandcompletep.219,p.220,andp.221intheirmathjournals.
Extension:
Providestoryproblemforstudentstosolve
Johnprepared30Litersoftomatosoupforhisparty.Hehastoservethesouptoeachguest.A
soupbowlholds200millilitersofsoup.Howmanysoupbowlswillhebeabletofill?
A:15bowls
ExtraSupport:
Allowthestudentstousetheemptymeasuringdevicestoseethelabeledlinescloseup.Assist
withmathjournalp.219.
Lesson7.2:ExploringArrays,Volume,andEqualShares
Objective:Studentswillestimatethenumberofdoesinanarray,measureliquidvolume,and
identifyequalshares.
Standards:CCSS3.NBT.2Solveproblemsinvolvingmeasurementandestimationofintervals
oftime,liquidvolumes,andmassesofobjects.
Materials:
studentwhiteboards,markers
SMARTboard,presentation
MathJournalsp.222
equalsharecornbreadsort
activitycard79
Vocab:Liquidvolume(howmuchliquidacontainerholds),displace,equalshares
Procedure:
Opening/WarmUp(58min):
Displayfirstrowofwarmupproblemsontheboard.Askstudentstosolveontheir
whiteboards.Repeatwithrows2and3.
DisplayMathMessageontheboard.Readdirections,emphasizingthewordestimate.
Havestudentswritetheirestimatesontheirboardsandshareanswerswithapartner.
Askhowtheymadetheirestimate.
MainLesson(30min):
Explainthattodayisanexploreday.Therewillbethreestationsforstudentstovisit.At
thefirststation,theywillbeworkingonestimatinginanactivitysimilartotheoneinthe
mathmessage.Theywillneedtheirmathjournalsforthisactivity.
Atthesecondstation,studentswillbesortingsquaresofcornbread.Explainthatthe
cornbreadshouldbesplitequallyfortwopeopletoeat.Studentswillsortthe
cornbreadsintotwopilesonethatshowsequalsquares(samesizeservings)andone
withthosethatdonotshowequalsquares.
Thethirdstationwillinvestigateanotherwaytofindoutanobjectsvolume.Remind
studentswhatvolumeis.Thisstationwillbemonitoredcloselybyanadult.
Showstudentswhereeachstationwillbelocatedandsplitthemintogroupsbycolor
teams.Remindstudentstheyaretoworkquietlyandbereadytorotatewhenyoucall
Switch.Theywillhaveapprox.10minateachstation.
Closure(10min):
Havestudentsshareahamomentsanddiscusswhattheylearned.Showthemtheonly
twocornbreadsthatdidnotshowequalsquares.
HavestudentsworkonMathBoxes(mathjournalp.223)
Lesson7.3:NumberStorieswithMeasure
Objective:Studentswillsolvenumberstoriesinvolvingtime,mass,volume,andlength.
Standards:CCSS3.MD.1Solvewordproblemsinvolvingadditionandsubtractionoftime
intervalsinminutes,e.g.,byrepresentingtheproblemonanumberlinediagram.
3.MD.2Measureandestimateliquidvolumesandmassesofobjectsusingstandardunitsof
grams(g),kilograms(kg),andliters(l).Add,subtract,multiply,ordividetosolveonestepword
problemsinvolvingmassesorvolumesthataregiveninthesameunits,e.g.,byusingdrawings
(suchasabeakerwithameasurementscale)torepresenttheproblem.
Materials:
studentwhiteboards,markers
Elmo
WarmUp,MathMessage,andStoryProblemsheets
MathJournals
Vocab:Liters,Mililiters,grams,kilograms
Procedure:
Opening/WarmUp(810min):
Displayfirstrowofwarmupproblemsontheboard.Haveclassskipcounttogetherout
loudperthedirectionsontheslide.Askstudentstowritethenextnumberinthecount
ontheirwhiteboards.Repeatwithrows2and3.
DisplayMathMessageontheboard.Askforstudentvolunteerstoreaditaloud.Whatdo
weknow?Whatdoweneedtofindout?Havestudentsworkindependentlytosolvefor
afewminutes,thensharestrategies.Workthroughtogethertoensureunderstanding.
Ifnumberlinestrategyisnotsharedbystudent,showthem.
Ask,whatifthebusdidntleaveuntil2:10PM,howlatewouldSanjaybe?
MainLesson(30min):
Havestudentsgatheronthefloorwiththeirwhiteboards.Displaythefollowingproblem:
Asipofwaterisabout10mL.Abouthowmanysipswouldittaketodrink130mL?
Whatdoweknow?Whatdowewanttofindout?Whatdowehavetodotofind
thenumberofsipsitwilltaketodrink130mL?Whatarepossiblestrategies?
Skipcountby10s,thinkofrelatedmultiplicationproblem,sketch
Solve.Howcouldyoucheckyouranswer?
Posenextproblem,Arunnertakeslargersipsafterarace.Shedrinksabout20mLper
sip.Howmanysipsdoesshetaketodrinkthe180mLinherwaterbottle?
Havestudentsworkinpartnerstosolve.Sharestrategies
Studentswillworkindividuallyorwithpartnersonp.224225intheirmathjournals.When
theyarefinishedtheycanworkontheirMathBoxes.
Observestudentsastheywork,assistasneeded.
Closure(5min):
Reviewstrategiesandwayswecanmakesenseofnumberstorieswithmeasures.
Reviewtheunitswediscussed(minutes,mL,inches,kilograms)
Extension:
Studentscanwriteanumberstoryinvolvingmeasurement.Canuseactivitycard80from
EverydayMathfordirections.
ExtraSupport:
Studentscanworkwithpartnerstosolveproblemsonp.224225.Ifgroupofstudentsnot
understanding,teachercanpullthemandworkwiththemalltogether.
Lesson7.4:FractionSlips
Objective:Studentswillpartitionfractionstripsandusethemtonameandcomparefractions.
Standards:CCSS
3.NF.1:
Understandafraction1/basthequantityformedby1partwhena
wholeispartitionedintobequalpartsunderstandafractiona/basthequantityformedbya
partsofsize1/b.
3.NF.3:
Explainequivalenceoffractionsinspecialcases,andcomparefractionsbyreasoning
abouttheirsize.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
Coloredpaper(6sheetsperstudent),markers/pencils
MathJournals
Vocab:unitfraction,greaterthan,lessthan,equalto,equivalent
Procedure:
Opening/WarmUp(5min):
Showfractionquicklookcard163onboard.Tellstudentstheboldoutlineindicatesthe
wholeforeachimage.Askstudentstonametheshadedfractionontheirwhiteboards.
Askforvolunteerstoexplainhowtheyfigureditout.Repeatwithcard164and165.
MainLesson(25min):
Havepaperpassersgiveeachstudentasheetofeachcoloredpaper.Tellstudentsto
takeouttheirgreensheetofpaper.Showthemyours,andtellthemtolabel1/1.What
does1/1equal?1whole.
Tellstudentstotakeouttheirbluepaper.Modelfoldingitinhalf,andaskstudentshow
manypartstherearenow(2).Writeoneachsection.
Purplepapermodelfoldingitinhalfjustliketheblue,buttheninhalfagain.Howmany
partsaretherenow?(4).Writeoneachsection.
Redpapermodelfoldingitinhalf,thenhalfagain,thenhalfonemoretime.Howmany
partsarethere?(8).Writeoneachsection.Notethateachsectionisthe
same
size.
Orangepaperfoldthepaperinto3
unequalp
arts.Ask,doeseachofthesesections
show?Explainthatno,theydontbecausetheyare
not
equal.Modelfoldinghotdog
styleinthirds.
Redpapermodelinthirdsjustliketheorangepaper,theninhalf.
Nowthatallstripsareready.Askstudentswhattheynoticeaboutthenumerator(the
numberontop)ofeachstrip.Whatdoesthe1tellyou?
Askthestudentstogetouttheirfourthsstrip(purple),andfolditsoonly3boxes
areshowing.Whatfractionwouldthatbe?()because++equals.Fold
anotherboxin.Whatfractionwouldthatbe?(2/4).Askthemtofindanother
fractionthatisthesamesizeas2/4(,4/8).
Write______ontheboard.Tellthemtocomparetowiththeirstrips.Is
greaterthan,lessthan,orequalto?
Closure(10min):
Askstudentstocompletep.227intheirjournals.Walkaroundandassistasneeded.
StudentscanworkonMathBoxeswhentheyarefinished(p.228).
Extension:
Studentscancreatemorefractionslips(
,1/10,1/12,etc.)toexplore.
ExtraSupport:
Studentscanusetheircoloredfractionslipstohelpthemvisualizeasneeded.
Lesson7.5:FractiononaNumberLine,Part1
Objective:Studentswillrepresentfractionsonanumberline.
Standards:CCSS
3.NF.2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournals
Vocab:distance,whole,denominator,numerator
Procedure:
Opening/WarmUp(10min):
Displaywarmuponboard.Havestudentscountfrom0to1whole,clappingatthe
halvesandstompingatthewholes.Displaythefractionsinstandardnotationtosupport
counting.Pointoutfractionsthatareequivalenttoand1.
Countbyhalves.
Countbysixths.
Countbytwelfths.
Displayanumberlinefrom01.Havestudentvolunteersstandup.Placeoneofthemat
0,andoneofthemat1.Explainthatthe
whole
isthedistancebetweenthetwostudents.
Havestudentsnamesomenumbersontheline(,,,etc.).Askforavolunteerto
comestandattheposition(halfwaybetweenthetwostudents).Repeatwithand
.
MainLesson(20min):
Explainthattodaystudentswillusetheirfractionslipstolocationfractionsonnumber
linesbyusingthe
folds(
notareasinbetweenfolds)asguidelinesforthetickmarks.
Studentsmayworkwiththeirtablegrouptocompletep.229intheirmathjournals.
Observeandassistasstudentscompletethepage.
Havestudentsgatheronthefloor.Useacompletedp.229ontheelmo.Pointtothe
thirdsnumberline.Startat0/3andhavestudentscountasyoumoveyourfingeralong
theline:,,3/3.Whatdoesonthelinerepresent?howmuchfurtherdowehaveto
movetogetto1?Repeatwithothernumberlines.
Reviewdenominatorandnumeratorandwhattheyrepresent.
Moveyourfingerfrom0toandthenfrom0to2/4.Whichmovedfurther?Howdoyou
know(samedistancefrom0).Placeastraightedgeonp.229verticallyat.Whatdo
younotice?Thesefractionsareequivalent(2/4,3/6,4/8),theynamethesamepointon
thenumberline.Sendstudentsbacktotheirseatstofindmoreequivalentfractions.
Closure(10min):
Havestudentssharetheequivalentfractionstheyfound.Askthemwhatitmeanstobe
equivalentfractionsandwhereyouwouldfindthemonanumberline.
StudentsmaycompletetheirMathBoxes.
ExtraPractice:
Iftime,studentsmayplayFractionMemory.
Extension:
Havestudentscreateanumberlinefrom02usingdifferentfractions(0/24/2,0/612/6,
0/816/8)
ExtraSupport:
Revisitthefractionslipsandusethosetoassistinlabelingthenumberlines.
7.6:Fractionsonanumberline:Part2
Objective:Studentswillidentifyfractionsgreaterthan,lessthan,andequaltooneonanumber
line.
Standards:CCSS
3.NF.2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.232234
Vocab:fractions,greaterthanone
WarmUp:Fractionquicklookidentification
MathMessage:Studentsrepresentfractionsofanapplewithfractioncircles(,2halves,3
halves)
MainLesson:
StudentNumberLine(0/48/4)
howmanyequalparts?Why9kidsstandingup?(Firsttickmarkat0,partis
spacebetweentickmarks)
MathJournalpg.232
NumberlineA
arrows,from01,howmanyparts?
NumberlineB
Whatsdifferent?02
spaces=parts
whynumeratorincreasingbutdenominatorstaysthesame?
NumberlineC
completetogether
NumberlineD
completetogether
MathJournalp.233independently
Mathboxesindependently
EverydayMathGamesFractions
7.7:ComparingFractions
Objective:Studentswillcomparefractionsusingvisualmodels
Standards:CCSS
3.NF.2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
3.NF.3.d:
Comparetwofractionswiththesamenumeratororthesamedenominatorby
reasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractions
refertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,and
justifytheconclusions,e.g.,byusingavisualfractionmodel.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.235237
fractioncards
fractionnumberlineposter
Vocab:benchmark,greaterthan,lessthan
WarmUp:Fractionquicklookidentification
MathMessage:Studentslookat4differentwholes(acircle,arectangle,andatriangle)
Whichshapeshowsashadedpartlessthan?Whichshowsashadedpartgreater
than?Whichshapeshowsabout?
Studentsexplainanddiscusstheirresponses
MainLesson:
Explainthattodaystudentswillcomparefractionsonnumberlinesbythinkingabout
theirlocationsinrelationtothebenchmarks,0,and1.
Shownumberlineposter.
Howcanwetellifonefractionisgreaterthanorlessanotherfraction?
Howcanweusethenumberlinepostertohelpusfindfractionsthatare
equivalentto?
FillinFractionBenchmarksonpg.235together
Explainthatusingbenchmarkslikecanhelpthemcompareother
fractions.0and1canalsobehelpfulbenchmarks.
Display____>1/2.Havestudentschooseafractioncardthatwouldmakethesentence
true.Havevolunteersreadtheirnumbersentencesaloud.Repeatwith___<and
____=1/2.
HavestudentscomparefractionsonEverydayMathGames
FractionTopIt(
canplay
togetheriftime)
7.8:FindingRulesforComparingFractions
Objective:Studentswillorderfractionswiththesamenumeratorandwritearuleforordering
similarsetsoffractions.
Standards:CCSS
3.NF.2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
3.NF.3.d:
Comparetwofractionswiththesamenumeratororthesamedenominatorby
reasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractions
refertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,and
justifytheconclusions,e.g.,byusingavisualfractionmodel.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathMasterspp.248249
MathJournalsp.239
fractioncards
fractionnumberlineposter
WarmUp:countfractionstowholenumbers,stompnumberofwholes.
Countbyhalvesto4(8/2)
Countbyfourthsto3(12/4)
Countbyeighthsto2(16/8)
MathMessage:Completepg.238withpartners.Whichfractionisinthewrongplace?Howdo
youknow?Sharerules
MainLesson:
Studentsworkonmathmasterspp.248249
mayusefractioncards,fractionstrips,numberlineposter,fractionshapes
7.9:LocatingFractionsonaNumberLine
Objective
:Studentswillpartitiondistancestolocatefractionsonnumberlines.
Standards
:CCSS
3.NF.2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
3.NF.3.d:
Comparetwofractionswiththesamenumeratororthesamedenominatorby
reasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractions
refertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,and
justifytheconclusions,e.g.,byusingavisualfractionmodel.
Materials
:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.240242
fractioncards
fractionnumberlineposter
Introduction(57min):
WarmUp:
FractionQuickLookCardsnamethefractionthatmatchesthe
shaded
region(,,
)
MathMessage
:Completethetopportionofpg.240withpartners.Shareresultsonsmartboard.
Howdidyouknowwheretoput?
MainLesson(1520min):
Havestudentsgetouttheirfractionslips.
Completebottomportionofp.240together
Startat0howmanyhalveshaveItraveled?(0/2),Movealongthenumberline
to1,howmanyhalveshaveItraveled?(2/2).If0is0/2,and1is2/2,whereis?
Howmanywholesonthenumberline?
Whatdoyounoticeaboutthelengthofthewholesonthisnumberlinecompared
totheoneabove?Whyaretheyshorter?
isalwaysgoingtobebetween0and1andrepresentshalfofthatwhole.
Turntopg.241andcomplete#1together.
Readdirections
Itsaskingustolocateonthenumberline.Firstweneedtostartwith0and1.
Havestudentvolunteersmodelthenumbertheline.(callonstudentsto
represent0/3,and3/3,havethemwritethefractiontheyrepresentontheir
whiteboards.)
Howmanyequalpartsshouldtherebe?(3)Howdoweknow?
Askforstudentvolunteertocomebe.Whydidtheyplacethemselvesthere?
isthespacebetweenthetwostudents.Wherewouldgo?
Complete#2together.
Whatisitaskingustofindthistime?2/6.
Askforstudentvolunteerstocomerepresent0and1(6/6).Makesuretheywrite
theirfractionsontheirboards.
Howmanysixthsareequivalentto?3/6.Askforvolunteertostandinthe3/6
location.WhydidIstartwithmy3/6markwhenitsaskingmetofind2/6?
Askforstudentvolunteertocomestepinthe
place.Thenthe2/6place.Why
didtheypositionthemselveswheretheydid?
Conclusion(20min):
Checkforunderstandingwithwhiteboards.Havestudentscreatenumberlineandfind
.Studentswhowouldlikemoreassistanceshouldcometofloorandyouwillcontinue
tocompletethep.241together.Studentswhoarereadytomoveonmaycomplete
p.241independentlyandthencompletemathboxesonp.242.Iftheycompletemath
boxestheycanplayfractiongamesoneverydaymath.
Beforedismissingstudentstocometothefloororworkindependently,givedirectionsfor
#1onmathboxes.Showstudentshowtomeasureontheelmo.
ExtraAssistance:
Providedonthefloorinsmallgroupformat.Usefractionslipsandwalkthrougheachstep.
Extension:
HavestudentscreatetheirownminiNumberLinePosterthatcontainshalves,thirds,sixths,
fourths,eighths,andtwelfths.
7.10JustifyingFractionComparisons
Objective:Studentswillmakeandjustifyfractioncomparisons.
Standards:
3.NF.2
Understandafractionasanumberonthenumberlinerepresentfractions
onanumberlinediagram.
3.NF.3
Explainequivalenceoffractionsinspecialcases,and
comparefractionsbyreasoningabouttheirsize.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.243245
fractioncards
fractionnumberlineposter
WarmUp:Showfractionquicklookslides.Askwhetherthe
shaded
partoftheimageshowsa
fractionthatisgreaterthanorlessthanandhowtheydecided.
MathMessage:Usefractioncirclestosolvethisproblem:Lucaseats
ofaroundquesadilla.
Mauraeatsofaroundquesadillathatisthesamesize.Whohasthelargerleftoverpieceof
quesadilla?
Whatisthewhole?
Studentsexplainhowtheygottheiranswers
Whatnumbersentencedescribesthiscomparison?
<
WhatfractionsarewecomparingwhenwelookatLucassandMaurasleftoverpieces
ofquesadilla?
andWhatnumbersentencedescribesthiscomparison?
>
Introduction:
Tellstudentsthattheywillcontinuetousedifferentfractiontoolstomakefraction
comparisonsandfindequivalentfractions.
MainLesson:
Showstudentspg.243intheirmathjournals.Readthroughdirectionsandmakesure
studentsknowwhattheyaresupposedtodo.Havestudentsworkonpg.243withtheir
12buddiesasyoumonitortheirworkandhelpasneeded.Askstudentstoexplaintheir
work.
Bringclassbacktogether.Displaypg.244onsmartboard.Readdirections.Ifthey
wouldliketostartworkingonthepagetofillinalloftheblanks,goforit.Forstudents
whomayneedsomeextradirectionchange1.to=____.and2.to?/6>?/6
Askforstudentvolunteerstocomesharetheirfindings.
Conclusion:
Studentswillcontinuetoworkasneeded.Completemathboxeswhenfinished.
Studentsmayplayfractionwarwithapartnerwhenfinishedwithmathboxes.
Note:Makesuretogooverdirectionsfortheirhomeworkbeforetheyleavefortheday.
7.11FractionsinNumberStories
Objective:Studentswillsolvefractionnumberstories
Standards:
3.NF.1
Understandafraction1/basthequantityformedby1partwhenawholeis
partitionedintobequalpartsunderstandafractiona/basthequantityformedbyapartsofsize
1/b.
3.NF.2
Understandafractionasanumberonthenumberlinerepresentfractionsona
numberlinediagram.
3.NF.3
Explainequivalenceoffractionsinspecialcases,andcompare
fractionsbyreasoningabouttheirsize.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.246248
fractioncards
fractionnumberlineposter
NumberStorySlides
WarmUp:Studentsdecideiffractionislessthanorgreaterthan.
0/2,2/2,,,4/4,2/6,4/6,5/6
MathMessage:Useyourruleranddrawalinesegmentthatis2incheslongonyour
whiteboards.Partitionthelinesegmentintoinchlengths.Howmanyinchlengthsare
there?(5)
Introduction:
TelltheclassyouwroteanumberstorytomatchtheirMathMessagedrawings:
Caitlinhastubebeadsthatareeachinchlong.Whenshelinesupthebeads
endtoend,theyare2incheslongalltogether.Howmanytubebeadsdoes
shehave?
Howdoesyourdrawingfitthisnumberstory?
MainLesson
Posethefollowingnumberstory:
Fourfriendsshare5granolabarsequally.Howmanygranolabarsdoeseach
friendget?
Encouragestudentstodrawamodel.Walkaroundandobservetheirstrategies.
Havestudentssharetheirstrategies(choosebasedonwhatyouobservedso
differentstrategiesareshared).A:Eachchildgets1or5/4granolabars
Poseanothernumberstory:
T.J.walks3/6ofamiletogettoschool.Andrewalksofamiletogettoschool.
Whowalksthegreaterdistance?
Brainstormwhichstrategiesortoolstheycouldusetosolvethisproblem.Ifnot
mentioned,pointoutnumberlines.
Modelusingclassfractionnumberlineposter
Otherpossiblenumberstoriestosolveanddiscussdependingontime:
Martahas4shoeboxesandsheputsthemallinhercloset.Thewholeis1
shoebox.WhatfractionofMartasshoeboxesareinthecloset?
3friendsequallyshare6apples.Howmanyapplesdoeseachfriendget?
Tonihas2orangestoshareequallyamong8friends.Whatfractionofthe
orangeswilleachfriendget?
Davideatsofasalad.Suneatstherest.WhatfractionofthesaladdoesSun
eat?Whoeatsmoreofthesalad?
Conclusion:
Determinewhetherstudentsarereadytomoveontopg.246intheirmathjournals.If
yes,theymayworkindependently.Ifsomeready,theymaygowork,andothercanstay
andworkinsmallgrouptogether.
Gooverdirectionsforp.247.
Whenfinishedwith246and247,mayworkonmathboxesthenplayfractiongameson
everydaymath.
Extension:
Studentscanattempttowriteanumberstorywithfractionsforaclassmatetosolve.
7.12FractionsofCollections
Objective:Studentswillnamefractionsofsetsofobjects.
Standards:
3.NF.1
Understandafraction1/basthequantityformedby1partwhenawholeis
partitionedintobequalpartsunderstandafractiona/basthequantityformedbyapartsofsize
1/b.
3.OA.2
Interpretwholenumberquotientsofwholenumbers,e.g.,interpret568asthe
numberofobjectsineachsharewhen56objectsarepartitionedequallyinto8shares,orasa
numberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.
Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
MathJournalsp.249250
Collectionsofitems/Counters
WarmUp:Havechildrensolveequalsharingnumberstoriesonslates
MathMessage:Juleshasastampcollectionwith12stamps.Sheputsherstampsonone
pageandtheotheronanotherpage.Howmanystampsareoneachpage?
Discuss
Introduction:
Guidestudentsinthinkingaboutfractionswhenthewholeisacollection,orgroupof
items.
Today,wearegoingtousefractionstonamepartsofawholecollectionofobjects.
MainLesson:
Havefourstudentscomestandtogether.Telltheclassthestudentsmakeup1whole.
Haveonechildstepforward.
Whatfractionofthecollectionofchildrensteppedforward?.Whatfractionof
thechildrenstayedback?
Passoutcounters(eachstudentneedsatleast12)Remindthemthatthewholeisthe
totalnumberofcountersinthecollection.
Makeapileof4counters.Whatisthewhole?Whatfractionofthiscollectionis1
counter?Whatfractionis3counters?
Makeapileof8counters.Whatisthewhole?Show2/8ofthecollection.
Thereare4penniesinofthepile.Showmethewholepile.
Thereare8crayonsin1box.Howmanycrayonsarein2boxes?In1boxes?
Nextposenumberstoriesinvolvingfractionsofcollections.Studentsmayusedrawings
orcounterstohelpthem.Havestudentssharestrategiesandanswers.
6birdswereinatree.1flewaway.Whatfractionflewaway?Whatfractionofthe
birdsstayed?
Susanshared16stickersequallywithherfriend.Whatfractiondideachperson
get?
TroyandKamileachhave8pencils.2/8ofTroyspencilsarebrokenand6/8of
Kamilspencilsarebroken.Whohasfewerbrokenpencils?
Conclusion:
Definethewholeasthenumberofstudentsintheclass.Askquestionslikehowmany
ofyoulikepizza?walktoschool?playsoccer?andhavestudentsstand.Ask
studentstogiveafractionforeachcollection.
Completep.249inmathjournals.Assistasneeded.Encouragestudentstodraw
picturesandusecounters.
Completemathboxesonp.250.