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Grade level: 5

Lesson Topic: Fractions

Universal Design for Learning

Representation

3.1 Activate or supply background

knowledge. The teacher will ask a

question to begin the lesson aimed at

activating students background

knowledge of fractions.

Outcomes

GCO: Number (N): Develop number sense

SCO: N7: Demonstrate an understanding of fractions by

using concrete and pictorial representations to:

Create sets of equivalent fractions

Compare fractions with like and unlike

denominators.

Objective(s) for this lesson: I will understand that a

3.2 Highlight patterns, critical

fraction can be represented as part of a linear region and

features, big ideas and relationships. describe part of a linear region using fractions.

The purpose of the lesson is for students

to understand the relationship between

certain fractions.

Introduction

5

3.3 Guide information processing, minutes

visualization, and manipulation. The As an APK, ask students to create a list of ways they use

manipulatives used in the lesson will fractions in their daily lives.

allow students to visualize fractions.

After a couple of minutes, engage them in a discussion of

ways they use fractions that they might not expect (such

Action and Expression

as dividing a treat in half to share with a friend, noticing

5.2 Use multiple tools for

that you ate 1/4 of a pizza, time).

construction and composition.

Providing the students with

manipulatives to understand the

During/Learning Activities

15 minutes

relationship between fractions.

To begin the lesson, give students six strips of

construction paper in six different colours. Specify one

Engagement

colour as one whole and have students all write one

7.2 Optimize relevance, value, and whole on the same colour.

authenticity. Fractions are used often inNext, specify a second colour and have students fold it in

every day life, and as such, will be easyhalf and cut the strip where the fold was. Have the

to make relevant for students.

students label the two halves one half or 1/2.

Specify a third colour and have students fold it in half

twice, and again cut where the folds were. This strip will

8.3 Foster collaboration and

community. Having students work in be one fourth or 1/4.

pairs with a common purpose will help Repeat this process of folding, cutting, and labelling strips

for eights, thirds, and sixths.

foster collaboration.

Have students take out their one whole strip. Ask,

Which colour strip is 1/2 of the whole?

Which colour strip is 1/4 of the whole?

As a similar question about 1/8, 1/3, and 1/6. Only once

students are consistently arriving at the correct answer

should the teacher feel comfortable to move on from

clarifying the colours.

Tell students that when fraction strips are the same length,

they represent equivalent fractions.

Have students work in pairs to line up their fraction strips

to find as many equivalent relationships as they can

between their two sets of fraction strips. For example,

they might notice that three of the 1/6 pieces are equal to

four of the 1/2 pieces, or that two of the 1/3 pieces are

equal to four of the 1/6 pieces.

Have students record these relationships on paper. Once

they have finished, have them share the relationships they

discovered with the rest of the class. For example,

students should notice that one whole is the same as 2/2,

Technology

Six strips of construction paper in

six different colours for each

student.

Scissors for each student.

Chart paper to record fraction

relationships.

Enough envelops for all students.

Special Concerns

Students must work well together

in pairs. If two students are

known to not work well together,

they must be separated.

The use of manipulatives will

help students to visualize

fractions.

Differentiation

If there are students with

exceptionalities then the plan can

be modified to fit each students

needs, such as facilitating the use

of manipulatives.

Multiple Intelligences:

Verbal/Linguistic: group work,

writing down fraction

relationships.

Interpersonal: group work.

Logical/Mathematical: using

problem-solving skills.

Visual/Spatial: the use of

manipulatives that students can

visualize and handle.

Kinesthetic: being able to get

into pairs and handle the

manipulatives.

In-Class Support

Educational Assistants can help

to monitor the classroom if they

are available.

Cross-curricular Connections

N/A

discovered with the rest of the class. For example,

students should notice that one whole is the same as 2/2,

4/4, 8/8, 3/3, or 6/6, or that 1/2, 2/4, 4/8, and 3/6 are

equivalent.

Record relationships on chart paper for future reference.

Reiterate to students that when fraction strips are the same

length, they represent equivalent fractions or, are the

same amount, or, are equal.

Assessment (formative/summative)

10 minutes

Students should be able to manipulate their paper strips as

questions are asked.

When you folded your strip into two

parts, what fraction of the whole strip

did one part represent? (1/2)

When you folded your strip into four

parts, what fraction of the whole strip

did one part represent? (1/4)

What other fractions have the same value

as 1/2? (2/4, 3/6, 4/8)

What other fraction has the same value as

2/3? (4/6)

Depending on students understanding of the material, the

teacher might choose to include the following questions

which would extend student learning:

What do you notice about fractions that

are the equivalent of 1/2? (Prompt

students to examine the relationship

between the numerator and

denominator. Students should notice

that the denominators are always double

the numerators).

Can you identify other fractions for

which there are no fraction strips that

are the same as 1/2 based on this

pattern? (accept any equivalent fraction

such as 6/12, 7/14, 9/18)

For each of the strips (halves, fourths,

sixths, eighths), we show a fraction

equivalent to 1/2. Why do we not

include of our thirds strip? (These

pieces cannot be evenly divided into

1/2)

Closure

Distribute an envelop to each student and have them place

their fraction strips in the envelop and write their names

on it.

Remind them that they will be using them next class.

Lesson Plan Template

Developed by: Jessica Allen, Carole Bell, and Emily Carmichael

Grade level: 5

Lesson Topic: Fractions

Universal Design for Learning

Representation

3.1 Activate or supply background

knowledge. The teacher will begin the

lesson with questions aimed at

activating students background

knowledge.

Outcomes

GCO: Number (N): Develop number sense

SCO: N7: Demonstrate an understanding of fractions by

using concrete and pictorial representations to:

Create sets of equivalent fractions

Compare fractions with like and unlike

denominators.

Objective(s) for this lesson: I will be able to determine if

features, big ideas, and relationships.one fraction is greater than, less than, or equal to another

The focus of the lesson is on the

fraction.

Technology

Enough copies of the

Comparing and Ordering

Fractions worksheet for each

student.

Students fraction strips that were

made in the previous lesson that

have been put into envelops.

Special Concerns

Objective(s) for this lesson: I will be able to determine if

features, big ideas, and relationships.one fraction is greater than, less than, or equal to another

The focus of the lesson is on the

fraction.

relationship between factors (equal,

greater than, less than).

5

3.3 Guide information processing, Introduction

visualization, and manipulation. The minutes

manipulatives used in the lesson will As an APK, have students reflect on the previous lesson.

allow students to visualize fractions.

What did you learn from creating

fraction strips?

Action and Expression

How might you use fractions in your

everyday life?

5.2 Use multiple tools for

construction and composition. By

providing students with manipulatives. During/Learning Activities

20 minutes

Distribute students fraction strips from the previous

Engagement

lesson.

7.2 Optimize relevance, value, and

Distribute copies of the Comparing and Ordering

authenticity. Fractions are used often in

Fractions worksheet (Appendix A) to each student.

every day life, and as such, will be easy

Explain the worksheet, and ensure all students understand

to make relevant for students.

the directions. To do so, go over the first problem of the

worksheet as a class:

8.3 Foster collaboration and

Guide students through placing 3/4 next

community. The problem solving

to 2/3 (question 1). Ask them which

worksheet is done in pairs to help foster

fraction strip is longer, or bigger.

collaboration.

Once students are confident with the task, ask them to

complete the first section of the worksheet and check their

responses with a partner.

After all students have completed the worksheet, discuss

answers and have students correct any responses that were

incorrect.

Next, have students order their fraction strips by lining up

one whole, with 1/2 underneath, then 1/3, 1/4, 1/6, and

1/8.

Do you notice any pattern?

Students might express this pattern as: as the fraction gets

smaller, the denominator gets larger.

Do you think that this pattern is always

true?

Have students investigate this by completing the second

section of the Comparing and Ordering Fractions

worksheet. Perhaps you might find it necessary to go over

the first question as a class:

Guide students through placing 4/6, 3/8,

and 1/2 next to each other (question 9).

Ask students to compare the fraction

strips size, and order them from

shortest to longest, or least to greatest.

Allow students to work in pairs for this second section, as

it might be a bit more confusing. After all pairs have

completed the worksheet, students should come to the

conclusion that the aforementioned pattern only occurs

when the numerator is constant for example, 7/8 is

larger than 1/4.

Discuss answers to the worksheet and have students

correct any incorrect responses.

Assessment (formative/summative)

5 minutes

Ask the class a few questions to informally assess their

understanding of the material.

When you order the fraction strips from

largest to smallest, what do you notice

about the relationship between the size

of the fraction and the denominator?

Special Concerns

If two students are not working

well together, they should be

separated and each join another

pair that is working well together

to make a group of three.

Differentiation

If there are any students with

exceptionalities in the classroom,

the lesson can be modified to fit

their needs.

Multiple Intelligences met:

Verbal/linguistic:

communicating with a partner to

solve problems.

Interpersonal: working in pairs.

Logical/Mathematical: problem

solving.

Kinesthetic: handling the

manipulatives.

Visual/spatial: using the

manipulatives to visualize

fractions.

In-Class Support

If Educational Assistants are

available, they can help to

monitor the classroom. The

teacher should also be circulating

while students are working

together on their worksheets.

Cross-curricular Connections

N/A.

about the relationship between the size

of the fraction and the denominator?

(As the fractions get smaller, the

denominator gets larger. Students

should be reminded that in this case, the

numerator is one).

Do you think this relationship is always

true? (Responses may vary).

Does a similar relationship hold true for fractions where

the denominator is the same constant number? (There is

an opposite relationship. As the numerator increases, so

does the size of the fraction).

Closure

As an informal closing procedure to assess students

understanding of the subject matter, have them give a

thumbs up, thumbs down, or sideways thumb to show

how they felt about the lesson.

Keep in mind that students may give a thumbs up if

everyone else appears to be, even if they were not

comfortable with the material.

Students can keep their fraction strips if they choose to,

but if they do not want to, they can place them in the

recycling bin.

Developed by: Jessica Allen, Carole Bell, Emily Carmichael

Grade level: 5

Lesson Topic: Fractions

Outcomes

Representation

GCO: Number (N): Develop number sense

SCO: N7: Demonstrate an understanding of fractions by

1.1Offer ways of customizing the

display of information. By displaying using concrete and pictorial representations to:

Create sets of equivalent fractions

the relationship rods on the ELMO.

Compare fractions with like and unlike

3.1 Activate or supply background

denominators.

knowledge. The teacher will ask a

question to begin the lesson aimed at Objective(s) for this lesson: I will be able to identify

activating students background

equivalent sets of fractions and identify a fraction in

knowledge of fractions.

lowest terms.

3.2 Highlight patterns, critical

features, big ideas and relationships.

5

The purpose of the lesson is for studentsIntroduction

to understand the relationship between minutes

certain fractions.

As an APK, have students use the Turn and Talk

teaching strategy, in which students will turn to a partner

3.3 Guide information processing, and discuss what they already know about a given topic

visualization, and manipulation. The (in this case, what they have learned about fractions so

manipulatives used in the lesson will far).

allow students to visualize fractions. While students are discussing, walk around the classroom

Technology

As many sets of relationship rods

(fraction manipulatives) than can

be obtained ideally, one set per

two students.

If no sets can be obtained,

relationship rods can be hand

made using construction paper

before the lesson.

Special Concerns

Students must work well together

in pairs. If two students are

known to not work well together,

they must be separated.

The use of manipulatives will

help students to visualize

fractions.

visualization, and manipulation. The (in this case, what they have learned about fractions so

manipulatives used in the lesson will far).

allow students to visualize fractions. While students are discussing, walk around the classroom

and listen to see what they are talking about.

After after 3 minutes, get the classs attention and get a

Action and Expression

few students to share what they have discusses. As they

5.2 Use multiple tools for

give answers, write key words on the board.

construction and composition.

Providing the students with

During/Learning Activities

manipulatives to understand the

relationship between fractions.

To begin the lesson, distribute sets of relationship rods.

Allow students two or three minutes to play with the

Engagement

manipulatives before beginning instruction.

7.2 Optimize relevance, value, and Get the classs attention and explain the number value

authenticity. Fractions are used often inassigned to each colour of relationship rod, as it will not

every day life, and as such, will be easybe immediately apparent (no markings on them):

to make relevant for students.

orange 10, blue 9, brown 8, black

7, dark green 6, yellow 5, pink 4,

8.3 Foster collaboration and

light green 3, red 2, and white 1.

community. Having students work in Have the relationship rods displayed in order from longest

pairs with a common purpose will help to shortest on the ELMO so that all students are able to

foster collaboration.

see. Mark beside each colour its corresponding number

value and leave this up on the ELMO for the remainder of

the class as a reference point.

Ask students to compare red to brown.

How many red rods does it take to make

up a single brown? (4).

Challenge students by asking:

What is the value of an orange and a

yellow rod together? (15).

What would the value of the other

relationship rods be, expressed in a

fraction, if 15 was considered one

whole? (white 1/15, red 2/15, light

green 3/15, etc.) Note: it may take

some time for students to grasp what the

teacher wants. Guide their responses

into being expressed as fractions.

Next, ask students to take out a brown rod to use as the

whole. Ask students to work in pairs to come up with as

many different combinations of other relationship rods

that would equal one brown rod, not combining any

colours (for example, 8 white, 4 red, 2 pink).

Have students name as many fraction relationships as

possible.

When one brown rod is one whole, what

does one white rod equal? (1/8) Red?

(1/4) Pink? (1/2).

Record these results on the board. Ask students to identify

any other fraction relationships.

For example, prompt students to notice

that 2/8 (two white blocks) is the same

length and is thus equal to 1/4 (one red

rod).

Allow students 3 minutes to come up with any other

relationships that they notice. After they have finished,

ask pairs for relationships that they noticed.

Explain to students that when two fractions are the same

length, they are equivalent. When comparing equivalent

fractions, the group with the smallest number of rods

represents the fraction in lowest terms.

For example, when comparing 2/8 and

1/4, 1/4 uses fewer rods and is the

fraction in lowest terms. When

comparing 6/8 and 3/4, 3/4 is the

fraction in lowest terms.

Once students seem to have grasped this concept, have

fractions.

Differentiation

If there are students with

exceptionalities then the plan can

be modified to fit each students

needs, such as facilitating the use

of manipulatives.

Multiple Intelligences:

Verbal/Linguistic: group work,

writing down fraction

relationships.

Interpersonal: group work.

Logical/Mathematical: using

problem-solving skills.

Visual/Spatial: the use of

manipulatives that students can

visualize and handle.

Kinesthetic: being able to get

into pairs and handle the

manipulatives.

In-Class Support

If Educational Assistants are

available, they can help to

monitor the classroom.

Cross-curricular Connections

N/A.

fraction in lowest terms.

Once students seem to have grasped this concept, have

them work in pairs with another relationship rod as the

whole (i.e. the orange rod is now the whole).

Have students record as many equivalent fractions as

possible, and the fraction that is in lowest terms from each

of the equivalent fractions.

For example, when comparing 2/10 and 1/5, students will

notice that 1/5 uses fewer rods and is in lowest terms.

Next, have students use the blue rod as the whole to work

with an uneven number as the denominator and instruct

them to do the same as they did with the orange rod (3/9

equals 1/3, 1/3 is in lowest terms, etc.).

Assessment (formative/summative)

While students are exploring relationships with the blue

rod, write equivalent sets of fractions on the board.

2/6 (two whites) = 1/3 (one red),

4/6 (four whites) = 2/3 (two reds),

3/6 (three whites) = 1/2 (one light green),

6/6 (six whites) = 3/3 (three reds) = 2/2

(two light greens) = 1 (one dark green).

Go through each question one by one, and have students

write which fraction is in the lowest terms for each on

their whiteboards. When everyone has written an answer,

have students reveal their whiteboards to you at the same

time.

Closure

Have students write down a word on their whiteboards to

describe how they feel about fractions up until this point

and reveal it to you. Make note of which students have

negative responses.

Appendix A

NAME ___________________________

Use your fraction strips to compare the following fractions. Line up each fraction

strip to see which fraction has the greatest length. Use >, <, or = to compare each

pair of fractions. For example, when comparing 1/2 and 2/4, the fractions should be

modeled and lined up as follows:

1. 3/4

2/3

1. 3/4

2/3

2. 6/8

5/6

3. 2/3

3/6

4. 4/8

1/2

5. 7/8

5/6

6. 1/4

2/6

7. 4/6

2/3

8. 3/8

4/6

Use your fraction strips to order the following fractions from least to greatest.

9. 4/6, 3/8, 1/2

10. 4/8, 2/3, 3/4

11. 7/8, 5/6, 2/3

12. 3/4, 5/8, 4/6

13. 6/8, 3/4, 1/2

14. 3/8, 2/4, 2/3

15. 4/8, 3/4, 4/6

October 14, 2015

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