December 4th, 2015

Math 5 2.2 Fractions/ Ratios

TITLE: Practice with Fractions and Ratios

LESSON
PLAN
MELS
Competencies

DATE: Friday December 4th, 2015

TIME: 1:17 2:17 pm

CLASS: Room 14, Grade 5

DURATION: 60 minutes

SCHOOL: Hampstead

Cross-Curricular Competencies:
Works in a team.
Students will work in small groups to find solutions to
given problems with fractions/ ratios. They will work
together to understand what the problem is asking, to
represent the problem, to solve the problem, and to explain
their solution.
Organizes his or her work.
Students will be asked to organize their work (as a group)
in a specific way: they will be asked to represent their
problem with drawings, to represent how they solve the
problem, and to write their solution in a sentence. Students
will see an example of this organization when a problem is
completed as a whole class, and will be given a checklist
to remind them of what to include in their work.
Subject-Specific Competencies:
Competency 2: To reason using mathematical concepts and
processes.
Students will use their developing understanding of
fractions to solve the given problems. They will use visual
representations and/or manipulatives to help them reason
and find solutions. They will explain the processes they
used to solve the given problems when sharing their
groups work with their classmates.
Competency 3: To communicate by using mathematical
language.
Students will use mathematical language in their work
(posters to solve problems) and when explaining solutions
to their classmates. Students will be reminded/ encouraged
to use math language throughout the lesson (numerator,
denominator, parts, whole, thirds, halves, quarters, etc.).

Objective(s)

This lesson...
Students will practice solving problems about sharing a whole
into equal parts.
Students will understand how we use fractions to represent

December 4th, 2015

Math 5 2.2 Fractions/ Ratios

parts of a whole. They will understand that the numerator

tells us the parts indicated, while the denominator tells us
how many parts makes up the whole.
Students
will represent fraction problems
using
drawings/manipulatives.
Students will use a real life example of using ratios, and solve
a ratio problem together (juice).
Students will understand that we use ratios to compare
quantities.
Students will understand how to manipulate ratios/ how to
change the ratio when the quantity of one part of the ratio
increases/decreases.

Group size,
Location,
Materials
-

Group size: Grade 5 students from room 14.

Location: Lesson will take place in room 13, where there is a
smart board. The students will be seated at four tables groups
with about four students at each group.
Materials:
Smart Board
Online interactive math program (Pearson) section 2.2
Corrections for homework
Fraction circles/ shapes available if needed
Poster papers with practice questions: 6 for fraction problems,
6 for ration problems
Markers (4 per table group, 16 total)
Checklist of what is needed to solve the poster problems
Juice crystals, water, jug, plastic cups, spoon, scoops

TIME

LESSON
**Remind students of expectations/ attention-getter that will be
used. **

Introduction:

Yesterdays homework corrections will be up on the board as the

students arrive (pages 55, 56). I will ask students to complete
5
their corrections as they enter the classroom.
minutes: I will let students know that we will not be spending a long time
Correct
going over the homework today they may have questions, but
h/w
Id like them to hold onto them and take another look at any
questions they had trouble with tonight perhaps the practice we
do today will help them.
I will stick to 5 minutes for homework corrections so we quickly
move onto todays lesson.

Differentiation
I will be walking around
to check on how students
found the homework/ if
it was completed. I am
anticipating some
problems with questions
on page 56; I will let
students know they dont
need to worry we will
be talking about these
ideas more over the next
few days and things
should become clearer.
*Check in with Brett to
see if highlighting the
questions to complete
helped.

Math 5 2.2 Fractions/ Ratios

December 4th, 2015

*Modifications: Anastasia will continue working on her pages in

her workbook she has been looking at multiplication/division.
Miss Caitlin will be joining us from 1:17 to 1:47 as our resource
teacher; she will check in with Ana at the start of class to go over
any questions and to set her on track with the work for the day.
Once Ana understands what she is working on she will be given
the chance to work independently we will check in with her to
make sure she is understanding, but we are working on her ability
and confidence to complete her work independently.

Development:
I will open up the online interactive math program for section 2.2,
and go to section 2 practice problems.
I will let the students know that we will be doing some practice
questions with fractions to start with. The first question will be
done together, and then we will be doing some group work to
solve other problems.
5
I will read out the problem/ ask a student to read it out. We will
minutes:
talk about what it is asking, and work on solving it together.
example
While solving this problem as a class I will model the following:
together
represent the problem and find the solution. We will be
representing the problems through drawings, finding the
solutions, and then writing a sentence to tell the solution.
After the first problem has been done together, the students will be
completing further problems in their groups.
I will leave the example completed together up on the board so the
students can see what needs to be done (represent, find the
solution, write a sentence telling the solution).
I will tell the students that I have posters with different problems
on them. Each table group will receive their own problem. Their
task is that they get to solve their problem and represent how
they solved it on their poster.
I will show one poster as an example. So here you can see that
2
the problem is written on the top of the poster. You will read the
minutes:
problem together, and then talk about how you can solve it. You
Explain
then will represent the problem by drawing out what it is (like
group
we did here together), you will solve the problem (like we did
work
here, showing our solutions), and then once you have found the

Miss Caitlin will be with

us for the first 30
minutes as our resource
teacher. I will ask her to
check in with Ana at the
start of the class as I go
over the grade 5
homework corrections.
We will then make sure
Ana understands what to
be working on and will
encourage her to
continue independently.

There will be fraction

circles available for use
if needed by students to
manipulate pieces while
representing the
problem. I will try to
give out only those
pieces needed for the
problem (ex. If it will be
broken into halves I will
give out the halves
pieces so I can help them
visualize the problem).
This is to avoid
distraction by the many
other pieces.

The problems will be

differentiated based on
the table groups: the
middle group will have
an easier problem, the
two side groups will
have problems at a
similar level of difficulty,
and the back group will
have a slightly more
challenging problem.

Math 5 2.2 Fractions/ Ratios

activity

5
minutes:
Work as
a group

December 4th, 2015

solution your last step is to write a sentence telling us the

solution you found. So there are three things to be done on your
poster; these three things are on this checklist: represent the
problem, solve it, and tell us the solution. When you are
finished, you will need to choose one person who will share your
thinking with the class.
I will let the students know that they will then present their
solutions to the class.
I will take any questions, and then hand out one poster and
checklist to each group, with 4 markers.
I will set the timer for 5 minutes, and let the students know that is
how long they have so should start to work together quickly. If
all groups are finished before 5 minutes we will of course
regroup sooner.
I will ask students to raise their hands if they would like help and I
will come to their table. Otherwise, I will rotate amongst the
groups. *Depending on which other teachers/CCWs are present
for the lesson, I will situate myself with the middle table. If there
is already an adult there to support the students I will not, but if
they do not have support I will sit with this group to give some
guidance.
If a group finishes faster than the 5 minutes, they will be given a
second problem to work on. They may choose one of their
problems to present at the end.

10 - 15
minutes: Once the 5 minutes are up/all groups have finished, we will
regroup to share the solutions to the problems. One student from
Share
each group will come up to the carpet with their poster. They
group
will read the problem to the class, and then talk about their
work
solution. They should explain their representation of the
problem, how they solved it, and what the solution was. Other
students can ask questions to the group if they need to. Each
group will take about 2 minutes. The posters can go up on the
blackboard once explained. If one of the problems needs further
explanation for the other students, I will pause and we will talk it
through further on the smart board. *I will ask students to show
About
me a private thumbs up/thumbs down/ so-so to let me know if
30 - 35
they understood how to find the solution. This will indicate if we
mins/
should go over the problem together.
1:55pm
Part Two: A look at ratios
We will talk about ratios. We talked a bit about ratios yesterday,
and did some examples such as the ratio of boys to girls in the

I will make sure the

middle group has support
from an adult to get
started in finding a
solution/ to give
guidance.
If a group finishes
quickly, they will be
given a second problem.
I am anticipating that the
back group will finish
faster.
If students do not
understand the solution
to one of the problems,
we will take the time to
pause and work through
it together/ look at it
using a visual
representation and
manipulatives together to
work towards and
understanding.

*Ana can join us for this

activity! I will check in
and invite her to join us
at the middle table to
help her classmates think
about how to make our

Math 5 2.2 Fractions/ Ratios

10 15
minutes:
Juice
activity
to look
at ratio
in a
real-life
example

December 4th, 2015

classroom. We can quickly review this by seeing what the ratio

of boys to girls is today. This will serve as the reminder that ratio
is a way to represent/ compare the quantities of two different
things (how many boys compared to how many girls).
I will then tell the students that I brought in an example of when
they might use ratio in they everyday lives. I will show the juice
crystals, and ask the students if they ever use juice
powder/crystals at home to make juice. We will talk about how
to turn the powder into juice we need to add water: to know how
much powder and water to combine we have to use a ratio!
Today we are going to be making juice for the class we are going
to need to figure out how much water/juice will need to be
mixed to make enough juice.
I will tell them the ratio given on the box/ we will talk about how
many students there are/ how much juice is needed. Ill give
them a couple of minutes to talk together to see if they can figure
out how much juice powder/water will be needed to make the
amount of juice we need.
We will then come together and hear peoples thoughts/ find the
correct ratio. Once weve figured it out, we will make the juice
and share it out amongst the class!

juice.

*Small group/ whole

group discussion as
necessary/ visual
representation and
drawings on the board.

*This process could take up to 15 minutes depending on the

students understanding of how to manipulate our ratio.
Depending how long this takes will determine how much we do in
the last part of the class. **If the students understand easily and
very quickly, I will challenge them by increasing the amount of
juice (What if we had a party with 40/50 people? What would
our ratio be? or If I used x cups of water, how much juice
crystals would I need?)
*If remaining time:
Look at the ratio problems on the online interactive
program. We will look at these as a whole class, and have a
big group discussion of how to figure out the ratios. I am
anticipating we wont have time to look at more than one
or two of these, if the time remains. We may not get this far
this can be continued later. The focus will be more on
understanding our juice example, as I want the students to
be able to understand ratio/ how and why we use ratios/
how to change ratios. This is quite a confusing concept, so
I will not rush to do examples but rather stick to the juice
example in explaining. Hopefully the real-life problem will
help them to conceptualize it and see how to manipulate
the numbers of a ratio.

*I anticipate that we may

not have time to look at
further problems
together, in which case
we will wrap up
following the juice
example, and I will hand
out the worksheet and
begin getting the
students ready for the
end of the day.

Math 5 2.2 Fractions/ Ratios

December 4th, 2015

Alternatively, following the juice activity, I will hand out the

2:10
practice sheet and start getting ready for the end of the day if
Wrap
there is not enough time to look at further practice problems on
up
ratio.
lesson, Conclusion/Transition:
get Everyone will get a cup of juice!
ready
We will begin wrapping up at about 2:10, as the students need time
for end
to receive the handout for practice, write in their agendas (those
of the
who use agendas), and pack up to get ready for the end of the
day
day.

Check in with Jordan to

write his homework in
his agenda. Students with
adapted homework will
be told to complete the
questions I highlighted.
Check in with Brett that
he knows to work on the
questions highlighted.

* Follow-Up:
The students will receive a sheet at the end of the day with some
practice problems with fractions. They will be asked to work on
this over the weekend (3 problems). Adapted: Students with
adapted homework will have two of the problems highlighted to
work on (Brett, Simon, Gabriel, Eitan, Jordan).
Schoology: Homework will be posted on Schoology following the
conclusion of the lesson Complete the handout, continue adding
to their study guide (fractions, ratio, examples).

EVALUATION
I will be observing the students throughout as they work in their small groups, and share
their solutions with the whole class. Any common misunderstandings will be dealt with
immediately. I will be encouraging all students to participate in small group work, and
using the posters as a way to have students actively working on solving the problem and
working through how to solve such problems.

TEACHING GOALS

Model my expectations during the full class example (representing the problem,
solving the problem, expressing the solution in a sentence).
Encourage use of math vocabulary throughout the lesson, as well as being careful
to use math vocabulary myself.
Classroom Management: Let students know when it is OK to call our or
popcorn answers to my questions (Shout it out and hand gesture to whole
class), versus when Id like hands up (Im looking for hands and have my hand
in the air as I ask the question to show Id like hands up.
Using wait time after I ask my questions Im trying to give the students enough
time to think about the question, and realize that I am willing to wait while they
think. With this I will be making sure those students who tend to call out/ figure
out answers quickly are aware that I am waiting for hands up (by explicitly saying
so and raising my own hand while I wait). This way the other students who need

Math 5 2.2 Fractions/ Ratios

December 4th, 2015

more time to think are given that time.

Participation: I aim to hear from as many students as possible during each lesson.
I try to call on different students; this goes along with my use of wait time, as I
want all students to have the chance to feel they can respond.

Name ____________________

Team Checklist
Make sure you have completed everything on the
checklist. Once you can check all of these boxes, you
are finished. Be ready to explain your thinking!

We represented the problem with a

drawing.

We showed how we solved the

problem.

We wrote our solution in a sentence.

We have chosen one person to share

our solution with the class.

Name ____________________

Room 14 Fractions Practice Problems

Help your classmates solve these problems! Represent the problem
with drawings, and show your answer using a fraction.

1. Gianluca bought 8 hamburgers for his birthday party. At

the end of the party there were three hamburgers left. What
fraction of the hamburgers was eaten?

2. Dasha ate 3 slices of pizza. Aoi ate 2 slices of pizza.

There are 8 slices in a whole pizza. What fraction of the
pizza did Dasha eat? What fraction of the pizza did Aoi eat?
If they give the leftover pizza to Miss Belinda, what fraction
of the pizza will Miss Belinda eat?

3. Chana brings 4 muffins to school. She decides to share

the muffins with Zini and Shinya. After sharing the muffins
between these 3 friends, how many muffins do they each
get?