Вы находитесь на странице: 1из 2

Carlie Reflection: What should my students currently understand and do? What do my students need to learn?

students need to learn? Where are the students headed with this learning?
20090234 Prior Learning in Grade 4 Learning in Grade 5 Future Learning in Grade 6
 Read, represent, compare and order  Read, represent, compare, and order whole numbers to 1 000
Step 1.  Read, represent, compare, and order whole numbers to 10 whole numbers to 100 000, decimal 000, decimal numbers to thousandths, proper and improper
000, decimal numbers to tenths, and simple fractions numbers to hundredths, proper and fractions, and mixed numbers;
 Demonstrate an understanding of magnitude by counting improper fractions, and mixed numbers.  Solve problems involving the division of whole numbers using
forward and backwards by 0.1 and by fractional amounts;  Represent, compare, and order a variety of strategies;
 Solve problems involving the division of single- and multi- fractional amounts with like  Demonstrate an understanding of relationships involving
Know the
digit whole numbers, and involving the addition and denominators, including proper and percent, ratio, and unit rate.
learner. subtraction of decimal numbers to tenths and money improper fractions and mixed numbers,
amounts, using a variety of strategies; using a variety of tools.
 Demonstrate an understanding of proportional reasoning  Demonstrate and explain the concept of
by investigating whole-number unit rates. equivalent fractions, using concrete
material (e.g., fraction strips to show
that ¾ is equal to 9/12).

What do I want students to understand and be able to do as a result of Success Criteria

this lesson sequence?  Quantity: explore fractional quantities by identifying the fraction that each tangram piece represents of the whole tangram square, by comparing the sizes of different fractions, and by
representing equivalent fractions.
 Relationships: explore the relationships between equivalent fractions
 Representation: Students observe that a fractional amount can be represented by equivalent fractions

Know the Learning Goal

learning. We are learning to investigate equivalent
fractions using different tangram pieces to represent parts of the whole.

Building understanding of Working towards proficiency with Creating engagement in the Providing opportunities for reflecting on, Fostering positive dispositions
math concepts facts, skills, procedures mathematical processes monitoring and working towards goals towards mathematics

 Students’ early experiences in  Understanding of equivalent fractions

comparing fractions involve the use should be developed in problem-  
Counting fraction pieces to beyond  Co‐ construct a learning goal: Begin Activate prior knowledge to division
of concrete materials (e.g., fraction solving situations rather than  Building confidence through whole
one whole using concrete materials by asking students what they know,
Step 2. circles, fraction strips) and drawings procedurally group investigation
and number line and what they wonder.
Plan for to visualize the difference in the  Strategies that students use to 
 Partitioning objects and sets of  Identify what students need to Game: Counters
quantitiesof two fractions. compare fractions (i.e., using concrete
Instruction learn.  Crosscurricular conections through
and  When modelling fractions as division, materials, usingreasoning) can be objects into fractions, and discussing art
students need to connect fractional applied to ordering three or more the relationship between fractional
Assessment Exit Tickets:
notation to whatis happening in the fractions.
parts and the whole object or s
problem.  Use concrete materials to develop an
 Self‐monitoring fractional
understanding of the relationship
understanding (what’s easy, what’s
between the number of pieces that
hard, what do I need to practice)
make the whole and the size of the

Step 3. Problem Solving Direct Instruction Guided Investigation Independent PracTIce

Instructional  Students should have opportunities to solve  Relating fraction symbols to their  Teachers need to provide experiences in which  Practice Worksheets
Strategies problems in which the resulting quotient is meaning. students explore the usefulness of different models  Activities involving the use of fractions
afraction. Such problems often involve  Introduce standard fractional notation in problem-solving situations:
for co‐
after students have had the chance to  Area models are useful for solving problems in
learning sharing a quantity equally.
identify and describe fractional parts. which a whole object is divided into
Overall Expectation: Demonstrate and explain the concept of equivalent fractions, using concrete material Have students create fraction art.
 Have students represent a fractional amount and show an equivalent fraction.
Students can represent their fractions by using paper and glue, drawing pattern
Specific Expectations: determine and explain, through investigation using concrete materials, drawings, and calculators, the blocks, creating two real-life objects, etc.
relationship between fractions Will post work up after every lesson in a collage format.

Day 1 Day 2 Day 3 Day 4 Day 5

Use a problem solving task to set context for Build from Lesson 1 by having students explore Using Tangram Squares, explain to students that Povide each pair of students with several pattern Have students practice fractions with a game that
learning about fractions the fractional relationships between tangram they are to find different ways to cover 1/4 of the blocks. Explain that the yellow hexagonpattern requires students to investigate equivalent fractions
pieces, and between each piece and the whole whole square. Post the following instructions and block represents one whole. Invite students to using a set model.
tangram square. ask students to follow the process for each different cover the surface of the yellow hexagonswith red
The task is designed to activate students’ prior Have students investigate equivalent fractions arrangement: trapezoids, blue rhombuses, and green triangles. Provide pairs of students with two-colour counters.
knowledge about fractions and any understandings using different tangram pieces to represent 1/4, Cover 1/4 of the large square with identical tangram Establish that the red trapezoid is 1/2 of the yellow
Have the students display 4 red counters and 6 yellow
they may already have about division (parts of a 1/2, and 3/4 of the whole tangram square. pieces, arrange the identical tangram pieces on hexagon, the blue rhombus is 1/3 of the yellow
counters. Establish the idea that the entire set (the
whole). another sheet of paper, trace around the hexagon, and the green triangle is 1/6 of the
Begin by telling the story about the origin of the arrangement, cut out the arrangement, label each yellow hexagon. whole) is composed of all 10 countersand that 4/10 of
tangram puzzle. “Many years ago, in China, there tangram piece within the [Whole Group, 15 minutes] the counters are red and 6/10 are yellow. Next, have
Problem: How could we represent ½ using the lived a man called Mr. Tan…” Show the shapes of cut-out with its fraction students rearrange the counters into equal-sized
fewest blocks? Have students work together to objects made using the seventangram pieces. name. Ask students to work in triads to create an groups, where the counters within a group are the
complete the question. Encourage students to Ask students to try to identify the objects. {Partners, 15 minutes] arrangement using one kind of patternblock (e.g., same colour, to find equivalent fractions.
determine various answers. Give students enough [Whole Group, 15 minutes] only green triangles) that represents a quantity
When completed, have them show different cut- greater than one whole. Eacharrangement should Repeat the activity using:• 3 red and 6 yellow; • 6 red
time to explore various possibilities and use a
Challenge students to construct a square using all outs that cover 1/4 of the tangram square, and ask consist of fewer than 10 pattern blocks.
variety of different shapes, patterns, and numbers and 2 yellow; • 4 red and 8 yellow.
seven tangrampieces, then compare their square them to explain the [Trios, 15 minutes]
of blocks. [Partners, 25 minutes] arrangement with a partner’s. Ask: “How many fractions represented by
[Partners, 25 minutes]
large triangles would you need to cover the the tangram pieces Ask a few pairs to show their arrangement to the
Consolidation: square?” Provide an opportunity for students to within each cut-out. class and to identify the fraction represented (e.g.,
manipulate the tangram pieces and to determine Post examples on the an arrangement with 7 green triangles represents
Display an interactive problem on the whiteboard
that four large triangles would board or chart paper. 7/6). Discuss with students
(SMART board preferred). Have select groups come cover the square. Help students to recognize the equivalence of 1/4, [Whole Group, 10 minutes]
what they notice about the groupings and have them
up to the board and display their answers. Discuss Discuss how the large triangle 2/8, and 4/16 by asking the following questions:
• “What fraction of the large tangram square do Next, instruct students to to state new learning as a criterion for chart. [Whole
how there are various answers to this problem. represents 1/4 of the square.
[Small Group, 15 minites] these cut-outs represent? How do you know?” substitute a yellow hexagon Group, 10 minutes]
Fractions can be represented in a variety of ways.
• “How many eighths are equal to 1/4?” for the pattern blocks that equal the whole (e.g.,
[Whole Group, 10 minutes] Ask students to self‐assess their knowledge of fraction
Challenge students to find the fractional • “How many sixteenths are equal to 1/4?” in an arrangement of 7 green triangles, students
relationship between each of the other • “How do you know that 1/4, 2/8, and 4/16 are would take out 6 triangles and substitute a yellow facts using an exit card with prompt, “show six facts
Introduce key vocabulary: e.g., fractional names tangrampieces and the whole tangram square. equivalent fractions?” (They all represent the same hexagon, leaving a yellow hexagon and a green you know well, and name two facts you have trouble
(e.g., half, fourth, eighth, sixteenth), numerator, [Small Group, 10 minutes] quantity/area.) [Partners, 15 minutes] triangle). Have students rename their remembering”. [Individual, 10 minutes]
denominator, equal/equivalen. Co‐construct arrangement using a mixed number.
Ask the following questions: Ask students to describe any patterns they observe. Record assessment information for use in
defenitions for word wall. Add a criterion to the Elicit the idea that when the numerator and
• “How many medium-sized triangles do you Next, have pairs of students assessment of learning.
success criteria anchor chart. [Whole Group, 10 need to cover the whole square?” (8) denominator of 1/2 are both multiplied by 2 or 4 or create different pattern-
minutes] • “What fraction of the whole square is the 8, this produces an equivalent fraction. block arrangements that are We are learning to investigate equivalent fractions
medium-sized triangle?” (one eighth) Next, record the equivalent fractions for 1/4 and greater than 1. Ask them to using different tangram pieces to represent parts of
Ask Students: • “How many small triangles would you need to 3/4. Ask students whether the same idea of record each arrangement by tracing around the
multiplying the numerator and the denominator by the whole
What would happen if we could only use red and cover the whole square?” (16) pattern blocks on a sheet of paper and to label the
• “What fraction of the whole square is one small the same number applies to equivalent fractions for arrangement using both an
yellow blocks? 1/4 and 3/4. Have students explain their thinking to We have reached our learning goal when:
triangle?” (one sixteenth) improper fraction and a
What different colour combinations could you use? [Small Group, 10 minutes] a partner. Invite students to apply the rule to mixed number, for example:
determine other equivalent fractions for 1/4,1/2, We can explore the relationships between equivalent
Did your pattern have a line of symmetry? [Partners, 15 minutes]
and 3/4. [Whole Group, 15 minutes] fractions We use mathematical language to talk about
Did it need to have one? Assess student understanding with an Exit Ticket:
Have students explain how they determined the Observe students’ work to fractions (e.g., numerator, denominator,
[Whole Group, 10 minutes]
fractional relationship between the square Ask students to record their thoughts about the determine how well they are able to identify equal/equivalen). We observe that a fractional amount
tangram piece and the whole tangram square. following question in their math journals: “What do improper fractions and corresponding mixed can be represented by equivalent fractions
After the problem‐solving task, co‐ construct a Determine who has a grasp of the criterion, and you know about equivalent fractions?” Review numbers.
learning goal: Begin by asking students what they who needs further learning experiences. Provide students’ journal entries to assess how well they  We identify the fraction that each tangram piece
know, and what they wonder about fractions. additonal support in subsequent lessons as understand that equivalent fractions represent the represents of the whole tangram square, by comparing the
same quantity using different-sized fractional parts.
Guide the discussion to identify what students need required. [Independent Practise, 10 minutes] [Independent Practice, 15 minutes]
sizes of different fractions, and by representing equivalent
to learn. [Whole Groups, 5 minutes]

Have students record the learning goal so they can

reference it in peer and self‐ assessment.
[Individual, 5 minutes]