1. Topic-
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2. Content-
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Calculating Equivalent Fractions
Vocabulary:
Nominator
Denominator
Equation
Simplification
Multiple
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3. Goals: Aims/Outcomes-
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1.
2.
3.- Math.4.NF.B.3 Understand a fraction a/b with a>1 as the sum of
fractions 1/b.
- Math.4.NF.B.3a Understand addition and subtraction of fractions
as joining and separating parts referring to the same whole.
- Math.4.NF.B.3b Decompose a fraction into a sum of fractions with
the same denominator in more than one way. Use a visual fraction model
to justify decompositions.
- Math.4.NF.B.3d Solve word problems involving addition and subtraction
of fractions referring to the same whole and having like denominators.
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4. Objectives-
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Students will demonstrate knowledge of fractions as parts of a
whole.
Students will apply knowledge of fractions to decompose fractions.
Students will order fractions with different denominators.
Students will compare fractions with unlike denominators.
Students will solve word problems that require addition and subtraction
of fractions.
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5. Materials and Aids-
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Manipulatives,videos,smart board,pencil paper,and white board. During
this lesson, students will participate in four center rotations. Divide
your class into 4 or 8 groups. Prepare enough materials for each group
of students to experience each center one time. Put center materials
into a box or bin and have students rotate places, or have one student
from each group move the box of materials to switch centers.
Prepare the following for each group that students will rotate through.
- Hotchalk.com Zombie fraction cards and answer sheets (1 set of fraction
cards per center, 1 answer sheet per student)
- Hotchalk.com Fraction Boot Camp Word Problem Cards (print, cut,
and laminate these cards. Provide 1 set of cards per center).
- Hotchalk.com Fraction Game Board (print and laminate 1 game board
per group)
- Sets of clothespins with fractions written on them (prepare a chain
of 10 fractions for students to order)
- A string to hang clothespins on
- Decks of playing cards with the face cards (joker, queen, ace, king)
removed
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6. Procedures/Methods-
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A. Introduction-
1.Review and Introduction (5 minutes)
Remind students that they have learned about fractions before. Write
"fraction = a part of a whole"� on the board. Have students brainstorm
ways that they have experienced fractions in school or at home. Record
student ideas. (Suggestions: baking, grades, petals of a flower, portions
of a chocolate bar, pieces of pizza). After the brainstorm, ask students
if fractions are more or less than a whole. Review the components
of fractions. Ensure that students understand that when a fraction
denominator is larger than the numerator, the fraction is smaller
than one. The denominator tells the number/quantity in the whole that
the fraction (numerator) is taken out of. So, the fraction 1/8 is
less than ¼ because, even though the numerator is the same, the parts
(the denominator) are smaller in 1/8.
Fraction Boot Camp
(45 minutes: 5 minute introduction and 10 minutes in each center)
Tell students that they will be working through four math centers
today to practice fraction skills. Model and give directions for each
center.
Center 1: Zombie Fractions
Objective: Students will use a visual model to decompose fractions.
Materials: Zombie fraction cards, Zombie answer sheets
At this center, students will be decomposing fractions, which is a
math word for separating fractions into pieces. To do this, students
will choose a fraction card, then they will write as many ways to
decompose the fraction as possible.
For example: 5/6
- 1/6 + 1/6 + 1/6 + 1/6 + 1/6 = 5/6
- 3/6 + 2/6 = 5/6
- 2/6 + 1/6 + 1/6 + 1/6 = 5/6
- 4/6 + 1/6 = 5/6
- 3/6 + 1/6 + 1/6 = 5/6
Center 2: Clothespin Fraction Line
Objective: Students will order fractions with different denominators.
Materials: Clothespins and string
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B. Development-
1.Center 3: Fraction Card Comparison
Objective: Students will compare fractions with unlike denominators.
Materials: Fraction game board, Playing Cards
Provide students with a fraction game board (a paper with two fraction
bars that specify where the numerator and denominator are) and playing
number cards. The game is played like war. Students place cards on
the numerator and denominator spaces at the same time. The first person
to identify the larger fraction by tapping or placing their hand on
the fraction that is larger gets all four cards. As students develop
their knowledge of fractions, you can write a denominator for students
to use consistently. (For example, have students write 10 in the bottom
of the fraction, so that all the fractions are consistently less than
one).
Center 4: Fraction Word Problems
Objective: Students will solve word problems that require addition
and subtraction of fractions.
Materials: Fraction Boot Camp Word Problem Cards
Provide students with note cards with fraction word problems written
on them. Have students work in pairs to solve each problem. Make these
problems more challenging by requiring students to reduce their answers.
The fraction word problems:
- Kayla is making cookies. The recipe requires ¾ cup of sugar. She
wants to make three batches of cookies. How many cups of sugar does
she need?
- Kyle orders a large pizza that has 9 pieces. He eats 2 pieces and
gives 3 to Juan. What fraction of the pizza do Kyle and Juan eat?
What fraction of the pizza is left?
- Mia counts 20 girls on the beach. 4 have purple flip flops on. 8
have yellow flip flops. 6 have black flip flops and the rest are barefoot.
What fraction of the girls are wearing flip flops? What fraction of
the girls are barefoot?
- Diego has 18 Skittles. 6 are red, 3 are yellow, 4 are green and
5 are purple. What fraction of the Skittles are primary colors? What
fraction are secondary colors? What fraction are NOT purple?
- Shawna has a cheesecake sampler. There are 12 pieces. Of those pieces,
2 are chocolate chip, 4 are blueberry, 5 are regular, and 1 is raspberry.
What fraction of the cheesecake slices are fruit flavored? What fraction
are NOT regular flavored? |
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