1. Topic-
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| Fractions: Equivalent Fractions |
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2. Content-
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| This lesson is designed to give the students practice in the use
of fractions, changing fractions, using equivalent fractions and paying
attention to detail. |
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3. Goals: Aims/Outcomes-
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1. Students will be able to divide a word into appropriate fractional
parts.
2. Students will be able to use equivalent fractions to correctly
divide words.
3. Students will pay attention to details in instructions relating
to "first," "last," etc.,
4. Students will analyze the clues and decode the message through
fraction work. |
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4. Objectives-
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Ontario Math Curriculum
Connecting: make connections among mathematical concepts (fractions/equivalent
fractions) and procedures (making equivalent fractions) and relate
mathematical ideas to situations drawn from other contexts (divide
words into fractions from the clues.)
Grade 4: Number Sense and Numeration, Quantity Relationships- represent
fractions using concrete materials, words, and standard fractional
notation, and explain the meaning of the denominator as the number
of the fractional parts of a whole or a set, and the numerator as
the number of fractional parts being considered; demonstrate and explain
the relationship between equivalent fractions using concrete materials
and drawings.
Grade 5: Number Sense and Numeration, Quantity Relationships, - represent,
compare, order fractional amounts using standard fractional notation;
demonstrate and explain the concept of equivalent fractions, using
concrete materials. |
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5. Materials and Aids-
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Chart Paper, markers
Globe, Mars Fraction Hunt Activity page and pencil, mini Mars chocolate
bars, manipulatives (tiles, fraction rods) |
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6. Procedures/Methods-
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A. Introduction-
1. Before (10 minutes)- activating mathematical knowledge and experience
Questions:
What is a fraction? Turn and talk. Teacher records.
What is an equivalent fraction? Turn and talk. Teacher records.
Give me an example of an equivalent fraction for 3/4, how do you know
that?
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B. Development-
Warm-up (15 minutes) Group Problem Solving:
1. Find a small group you work well with, no more than three.
"Use the numbers 3, 12 and one other number to create two fractions
that are equivalent to 1/4."
2. Solve the problem using, pictures, numbers and words to develop
one solution to the lesson warm-up problem on chart paper.
3. Explain your thinking how you know that your two fractions are
equivalent to 1/4.
4. Pick a few groups to present their problem solving. |
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C. Practice-
Mars Fraction Hunt (30-40 minutes)
Hunting for Mars in our Classroom today on a fraction hunt!
Students will work in pairs to write the appropriate parts of the
words on the line to form a new word. When the message is complete,
the first student to decode the message will be rewarded by finding
the hidden mini-candy bar (all students that complete the task will
receive a mini-treat.)
2. Pair up with a partner you have been assigned. Your assignment
is to use the fraction clues to decode a message by dividing words
into fraction parts.
3. Solve the clues to decode the message
"For the first one to finish this there waits a prize if you use your
head period clue Mars is directly beneath the south pole period go
look" the first pair of partners to find the mini-mars bar under the
globe on the shelf will will the candy bar. As other pairs complete
proper decoded message, they too will receive a sweet treat. |
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D. Independent Practice-
1. Each pair of students decode the message on the activity page,
using a scrap piece of paper or manipulatives too if necessary.
2. For each question clue the students are decoding, first half of
food (2/4=fo) + the last quarter of door (1/4=r)
the clue word is "for" continue until message is completely decoded. |
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E. Accommodations (Differentiated Instruction)-
1. Pair up mathematically stronger students with students whom need
accommodations.
2. Hand out paper copy of assignment, read instructions and verbally
reinforce instructions.
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F. Checking for understanding-
Looking for:
-students writing out the words and dividing them according to the
fraction clue, into a fraction.
- students using problem solving strategies to decode the message
with their fraction knowledge.
- every pair of students decoding the message, students using manipulatives
if they need to represent fractional amounts.
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G. Closure-
After (5 minutes)
1. After pairs have completed the fraction work and collected their
sweet reward, emphasize how important it was to pay attention to details
of the instruction, so they could properly divide the words according
to the fraction clues given.
Take two words that could be compared as equivalent fractions and
look at equivalency: last half of go and the last 1/2 of done
1/2=2/4
This could be extended for students to make their own decoded message
using fraction clues for dividing words. |
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7. Evaluation-
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| 1. A pair of partners will be the first to decode the message and
find "Mars" and each group to solve the clues and complete the sheet
will also receive a sweet reward. |
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