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# Topic 11 Unit Overview: This is a 2 weeklong lesson plan that uses blended learning.

All groups start together for the 'warm up thinking', the essential question, I can review, mini whole group lesson with a formative assessment to check student
progress through standards. Students then break out into personalized groups around the room and use a blended learning menu that allows them to differentiate by
process, product, or interest. I meet with each group do discuss their progress and, depending on the skill or strategy, formatively assess their understanding at where
they are in their standards/goals. Once time is up, students determine their next steps and independent practice - via homework sheets, problem solving - and include
the video for the next lesson when appropriate.
MAFS.4.OA.2.4 Investigate factors and
MAFS.4.NF.1.1 Explain why a fraction a/b is
MAFS.4.NF.1.2 Compare two fractions with
Standards
multiples. a. Find all factor pairs for a
equivalent to a fraction aXn/bXn by using
different numerators and different denominators, e.g.,
whole number in the range 1-100. b.
visual fraction models, with attention to how
by creating common denominators or numerators, or
Recognize that a whole number is a
the number and size of the parts differ even
by comparing to a benchmark fraction such as .
multiple of each of its factors. Determine
though the two fractions themselves are the
Recognize that comparisons are valid only when the
whether a given whole number in the range same size. Use this principle to recognize and
two fractions refer to the same whole. Record the
1-100 is a multiple of a given one-digit
generate equivalent fractions. Level 2
results of comparisons with symbols >, =, or <, and
number. c. Determine whether a given
justify the conclusions, e.g., by using a visual fraction
whole number in the range 1-100 is prime
model. Level 2
or composite. Level 2
Must : Create a model to show if a number Should: Explain how two fractions are
Could: Use a variety of strategies to compare
I can
is prime or composite.
equivalent.
fractions.
How
does
my
understanding
of
factors
and
Goals:
Essential
multiples help me compare fractions?
Musical, Logical, Word, Art, Body
Question
Cognitive Levels: Level 1: Recall, Level 2:
Accommodations: Students do have extra time.
21st Century Technology, team work, independent
Differentiation: Students choose pacing and activity
Basic Application of Skills & Concepts, Level
choice
(menus). Activities have been built around MI and
3: Strategic Thinking & Complex Reasoning
learning styles. Desert Choice on Menu

Vocabulary
Lessons

Format

multiples.

Multiples,

## Student Small Groups: 40 minutes

benchmark fractions,
Need to do: Resources: Hundred Squares (prime,
composite, multiples, factors, fraction bars, counters
(arrays), graph paper, vocabulary cards, quizlet, Math
Tools: Fractions (Pearson) Videos on Nooks/
IPADS/Sophia. All classes up on Sophia/Quizlet
Teacher Supported Small Groups:

## Assessments Daily Whole Group: Teacher uses white

boards, questioning, and observation to
monitor student understanding. Struggling
students pulled for small group support.
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## Student choice and differentiated.

Student Work: Students will self assess
understanding through lesson activities.
Teacher will monitor groups and pull any
Mazlowski, Tomassi, White

## Work with Triangles Mon, Wed, Friday. Student requests.

Check on rest through questioning and observation.

## Homework: Student Choice

Lessons: Student choice
End of Unit: FSA style assessment at the end of each
topic.
January 6, 2015

Week 1

Focus

Monday

## Whole Group: 20 min. daily BEST Q1 &W2

Students that need support, pull for small group.

Resources

## No school Create Topic 13 videos

Tuesday

Review

Introduce

division

Sophia in AM

Introduce

1 Day of

Using white board, warm up with 3 simple division 0-300, 1 digit divisors, with and without remainders and using

White board

## estimation. Break apart.

Student white

Watch for those that need support in division. Pull for small group.

boards

factors and

LearnZillion

Topic may

multiples.

## Show learnzillion video: LZ785.

Video LZ785

take 25 to 30.

Mention prime

Model how ARRAYS can help find FACTORS and MULTIPLES using arrays. Factors: create the different arrays for

st

and composite.

10, 12, 24 using Pearson Math Tools or Drawing on Board. If you can make more than one array, a number has more

Pearson Math

than 2 factors and it is called COMPOSITE. (root compose). Place arrays in a T-Chart and model how you can start

Tool

from factor 1 X n, 2 X, ect until you reach the number in the left column. Explain that these are FACT FAMILIES.

Wednesday Review

What about 2, 3, 7? You can only make one array the number has only 2 factors and is called PRIME. Show in the t-

## Chart that there are only 2 options 1 X n and n X 1.

to find patterns.

## Go Over any Menu Options for Lesson 1 students dont understand

Using white board, warm up with 3 simple division 0-300, 1 digit divisors, with and without remainders and using

division

estimation.

Watch for those that need support in division. Pull for small group. Link in multiples, factors

Factor,

Multiples,

## Review Vocabulary cards

Prime &

Model how to use a Rainbow to find factors of a number. Link to the T-Chart. Start with 1 X n and go in.

Composite

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## Mazlowski, Tomassi, White

January 6, 2015

Same

Thursday

Review

division
Fractions/

Equivalent
Fractions

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation.

Student white

Watch for those that need support in division. Pull for small group. Link in multiples, factors

Introduce what is a fraction and vocabulary. What does it mean to be the chosen or not chosen part of the whole?

boards

(numerator). What is the denominator? Represents how many parts make up the whole.

Website

Model fraction bars to find the numerator and denominators. Then, model how to find equivalent fractions . What is

Fraction Bars

Friday

Review

## Go Over any Menu Options for Lesson 3 students dont understand

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

Same

estimation.

With Khan

Division
Creating an

equivalent

Review:. Numerator, denominator, equivalent fraction. What does it mean to be the chosen or not chosen part of

Video

the whole? (numerator). What is the denominator? Represents how many parts make up the whole.

## Large cut out

fraction

using X:

Model how 1 = n/n and discuss why. How can we create equivalent fractions? Multiple by 1 or n/n.
Discuss how fraction a/b is equivalent to fraction aXn/bXn because you X by 1 which is the identify

property. Using visual fraction models, with attention to how the number and size of the parts
differ even though the two fractions themselves are the same size. Use this principle to recognize
and generate equivalent fractions. (Use pizzas as an example or circles folded).
Discuss the idea that equivalent fractions have the same value but are not superposable (use the
example of area of a two different area 2X5 and 1X10the area is equivalent and has same value
but the parts may look different. For equivalent fractions, model a pizza cut in and one cut in
.

factors, and
multiples
What is an
equivalent
fraction?

Page 3 of 8

Watch for those that need support in division. Pull for small group. Link in multiples, factors

th

January 6, 2015

circles (plate
size) to fold
into 1/2
, , 1/8, 1/16,
1/3 (cut)

Week 2

Focus

Monday

Number Lines,

## Whole Group: 20 min. daily BEST Q1 &W2

Students that need support, pull for small group.

benchmark

Resources

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation. Break apart. What for those that need support in division and pull for small group.

Student white

fractions to

Model using a number line to find fractions with different numerator and the same denominators.

boards

compare and

Introduce common denominators and link to how they are multiples of the fractions being grouped. Show on relative

Number lines

number lines..2, 4, 8, 16..why not 10 for that group? Is 10 a multiple of 2, 4, 8? Link to fraction bars.

Website

Compare different number lines and show how the denominator links to how the number line is broken up. Review

Fraction bars

order numbers.
Introduce

the difference between the hash marks and the equal parts between 0 and 1. 1 is n/n

common
denominator

http://www.mathsisfun.com/numbers/fraction-number-line.html.

using factors

Introduce a benchmark fractions and create a list of which ones students know readily. How can benchmark fractions

or multiples.

help use understand where a fraction will fit on a number line to help us place them in order from least to greatest.
Discuss starting the number line on the right and going left even though many will start left and go right. Link to
decimals. (right of 0 will be less that 0 in the future).

Tuesday

Review

## Go Over any Menu Options for Lesson 5 students dont understand

Using white board, warm up with 2 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation. Break apart. What for those that need support in division/factors/multiples and pull for small group.

Student white

division/factor
s/multiples

## Have students find factors and multiples of numbers on a hundred square.

boards

Comparing:

Use a number line and compare two numbers 1, 2 then 1 and 3. How does a number line help you compare and

Number lines

Using what we

## understand the value of numbers?

How review number lines with fractions..use to compare fractions , 3/4 , 4/5, 5/8, 6/10. Which fraction has the

Pearson Math

equivalent

greatest value? Which has the least? Using signs < > = Justify. Common error: the larger denominator has the

Tool

fractions,

highest value.

create

common
denominators.

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What if you dont have a number line? You can use common denominators! Link to multiples and factors. A
common denominator is a multiple of all the fractions you are comparing. What is a multiple of 2, 4, 5, 8, 10?

Model the butterfly/cross multiplying method to find equivalent fractions with the same denominators.

January 6, 2015

Wednesday Review

division
Ordering:

## Have students find factors and multiples of numbers on a hundred square.

Using

Review the butterfly/cross multiplying method to find equivalent fractions with the same denominators. What is a

denominators,

common denominator?

Now review fractions , 3/4 , 4/5, 5/8, 6/10. Which fraction has the greatest value? Which has the least? Can you use

number lines,

what you know about common denominators to place them in order from Greatest to Least? Common error: the larger

benchmark

## denominator has the highest value and language greatest to least

fractions,

Try again with student generated fractions..find the common denominator and then order.

order

What strategies can you use to order fractions? Number lines, fraction bars, common denominators. Have students

fractions.
Writing to

Same

estimation. Break apart. What for those that need support in division/factors/multiples and pull for small group.

common

Thursday

Using white board, warm up with 2 simple division 0-9000, 1 digit divisors, with and without remainders and using

## Over any Menu Options for Lesson 7 students dont understand

Using white board, warm up with 2 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation. Break apart. What for those that need support in division/factors/multiples and pull for small group.

Student white

Explain
model

Have students find equivalent fractionshave a multiplication square up and look for patterns.

boards

finding key

## Show the Pearson Video 11 8

Website

words in

Open up Text book and review Writing to Explain. Go through some problems and identify key words. Link to the

Fraction Bars

operation and create 3 or 4 steps to help students remember how to write a strong explanation.

Multiplication
Square

math
problems

and using

## Model how to take pictures.

Have students discuss what they learned and use PearsonRealize quick check as a
formative assessment whole group. Students will start to use this in the future to
check what they know before the assessment.

the TEA
paragraph.

Friday

Review and
have
students
self assess

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January 6, 2015

Internet

## Notes for Topic 11 Standards, Targets, and KUDs

MAFS.4.OA.2.4 Investigate factors and multiples.a. Find
a/b
MAFS.4.NF.1.1 Explain why a fraction
is equivalent
all factor pairs for a whole number in the range 1-100.b.
nXa/nXb
Recognize that a whole number is a multiple of each of its
to a fraction
by using visual fraction models, with
factors. Determine whether a given whole number in the
attention to how the number and size of the parts differ
range 1-100 is a multiple of a given one-digit number. c.
even though the two fractions b nb themselves are the
Determine whether a given whole number in the range 1same size. Use this principle to recognize and generate
100 is prime or composite.
equivalent fractions.

My Targets: OA 2.4
I can explain the difference between prime and composite
numbers.
I can identify the factors or multiples of whole numbers.
I understand that whole numbers are factors of their
product.
I understand the difference between prime and composite
numbers
I understand that multiples are products of any two whole
numbers.
Assessment (Do)
I can create a model that shows factors of any given whole
number up to 100.
I can complete a fact family.
I can compose a list of prime and composite numbers.

## MAFS.4.NF.1.2 Compare two fractions with different

numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to
1/2
a benchmark fraction such as
. Recognize that
comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with
symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model.

Targets: MAFS.4.NF.1.1
I know that a fraction is part of a whole and has a
numerator and denominator.
I know what makes fractions equivalent.
I know equivalent means the numbers have the same
value.
I can use my multiplication facts and multiples to find
equivalent fractions.
I understand that fractions can be equivalent even when
numerators and denominators are not the same.
I can create models of fractions to see the parts of a
fraction.

Targets: MAFS.4.NF.1.2
I know how numerators and denominators are used to
compare fractions.
I know when the common denominator is and can explain
how it is a multiple of the denominators being compared.
I understand that the denominator is how many equal parts
make the whole and the numerator is the number of parts
chosen or not chosen.
I understand that comparisons are valid only when the two
fractions refer to the same whole.
I understand that other fractions can be used as
benchmarks to help make comparisons.

Assessment (Do)
I can manipulate fraction tools to make equivalents.
I can explain how two fractions are equal.
I can draw pictures to represent equivalent fractions
I can create number sentences using equivalent fractions.
Vocabulary: numerator, divide, denominator, compare,
fraction, equivalent, fraction bar, multiply

Assessment (Do)
I can construct a visual model of 2 fractions being
compared.
I can use the correct symbol to compare fractions.
I can apply multiplication and division skills to change
denominators in order to compare fractions.
I can use a variety of strategies to compare fractions.
Vocabulary: common denominator, visual fraction models,
justify, benchmark fractions,

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January 6, 2015

## Tomassis Original Groups: Changed 10/15, 11/15, 12/15

Tory (60), Tieler (50), Jaylen, Ben, Alexa (60), Faith (based on understanding of place value)

## Cohen (95) & Jackson (100) (based on inventory)

Vinni, Madi, Aiden, Brielle, Ben, Haley, Joshua, Ethan, Pierce (50), Sami (50)

## Jaden (40), Nevaeh (45), Christopher (40)

By aptitude and demonstrated pacing: 12/15
Stars: Jaylen, Cohen, Vinnie

## Trapezoids: Tieler, Alexa, Faith, Aiden, Haley, Madi

Squares: Ethan, Pierce, Triangles: Sami, Nevaeh, Tori Joshua, Christopher, Jaden, Carlos, Abby
Jenns Groups

Whites Groups

Page 7 of 8

January 6, 2015

## MAXS Math Caf Topic 11 Menu

Standards & Objectives: OA 2.4, NF 1.1, NF 1.2
Must: Create a model to show if a number is prime or
composite.
Should: Explain how two fractions are equivalent.
Could: Use a variety of strategies to compare fractions.
Appetizer: Must complete for each lesson or unit
o
Vocabulary Choice/once a unit
o
Watch video on Nook or on Sophia (Mrs.Ts Version)
Main Course: Must complete ALL for each lesson. Review and discuss
results with a partner. Self-Assess Understanding (0 to 5)
o Guided Practice (review and discuss with partner)
o Select from Main Course options.
o Problem Solving: All
Carry Out: (Homework): Choose one for each lesson then review
and discuss with partner. Self-Assess understanding (o to 5).
o Independent Practice: evens or odds
o Homework practice sheet
o Create a model for 5 Independent Practice Problems. Illustrate in IAN.
o Write to Explain: How you solve 4 Practice Problems
Dessert: Go to the Dessert Table and choose one AFTER you have completed 3 or 4

Main

Course Selections

Lesson 1/Factors :
Hands on: Use blocks or counters to create different arrays to find the factors for
numbers 36, 55, 79, 88 in the 100 block. Draw your arrays.
Artistic: Create factor rainbows for 36, 55, 79, 88 and explain the steps.
Logical: Learnzillion Video LZ782. Create a flow map.
Hands on: Use blocks to make arrays for numbers higher in the 100 block. Can
you make more than one array for the number? How do you know if its prime?
Artistic: Draw an illustration that explains the difference between a prime and
composite number. Create a Venn diagram to compare prime and composite.
Logical: Learnzillion VideoLZ786. Take 2 column notes in your IAN.
Musical: Im Prime Rap on Sophia or Nooks. Explain the difference between
prime and composite numbers in your IAN. Give examples.

Hands on: Using counters, create arrays that show multiples of 3, 13, 9, and 12.
Find the lowest common multiple for 3 and 13, then 9 and 12. Share.
Artistic: Using graph paper draw arrays to find the multiples of 3, 13, 9, 12 and
find the lowest common multiple for 3 and 13, then 9 and 12. Share.
Logical: Learnzillion Video LZ781. Explain how you know a number is a
multiple or a factor?
Lesson 4/Equivalent Fractions: After doing the activity, in your IAN, justify how you
know when 2 fractions are equivalent.
Hands on: Take circles and fold them into different fraction amounts , , 1/8
and find equivalent fractions.
Artistic: Using the fraction pieces, create an illustration that shows equivalent
fractions. (Teacher will model.)
Logical: Choose from Study Jams on Scholastic/Fractions. 2 Column Notes.
Musical: Rock the Core/Equivalent fractions (Sophia/Nook).
Lesson 5/Number Lines & Equivalent Fractions:
Hands on: Use the fraction bars to create 2 number lines and find equivalent
Logical: Learnzillion Video LZ619 and LZ617. Create a Double Bubble to
compare the two videos.
Musical: What the Video above and create a verse that explains how to use
number lines to find equivalent fractions.
Lesson 6/Comparing: When you are finished with your activity, in your IAN, explain
how you know which fraction is the larger or smaller?
Hands on: Using fraction bars to compare fractions.
Artistic: Create cross-multiplying butterflies to compare fractions.
Logical: Study Jams/Scholastic Fractions. Write a 1 sentence summary.
Lesson 7/Ordering:
Hands on: Using fraction bars, show fractions and order them from least to
greatest. Draw them in your IAN.
Artistic: Draw an illustration that shows fractions with different denominators in
order. Note the steps you took to figure out how to order the fractions.
Logical : Study Jams/Scholastic/Fractions. Take 2 Column Notes.
Lesson 8/Writing to Explain: You will use the following activities to create a tool to
share your idea for key steps to write a good explanation.
Hands on: Create a Standing Cube Foldable to highlight 4 key reminders.
Artistic: Create a comic that explains some key points.
Logical: Create a flow chart that shows the steps to writing a good explanation.

## When all meals (lessons) complete,

see teacher for final UNIT assessment.

## Main Course Selections Continue

Lesson 3/Multiples: Still struggling? Learnzillion LZ789 and See teacher.

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