1. Topic-
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2. Content-
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1. Review Terms
2. I show you (2/4, 3/6)
3. Vocab
Simplest form
Reduce
4. We do some together (4/8, 6/8, 3/12)
5. Check In
6. You do some on your own (Practice Worksheet)
7. Check Answers |
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3. Goals: Aims/Outcomes-
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1.Anticipatory Set (focus, a hook to grab students' attention):
Last week when we were doing number lines we figured out that fractions
could be written in more than one way. The top of our number line
and the bottom of our number lines were looked different, but still
represented the same thing. Today we are going to learn other ways
to write fractions |
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4. Objectives-
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1.Purpose (objective):
In math we need our work to be clear and the best it can possibly
be and that means we may need to change the way our fractions look.
It is a courtesy to our classmates and partners to have our fractions
looking simplest they can be.
2.Input:
Give a handout to each student with math terms on them. Let's go over
these terms and decide which ones we've learned already during this
unit, and which ones we might not have seen yet this year. |
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5. Materials and Aids-
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Vocab terms
Checklist
Pencil
Calculator
Whiteboard/pen
Multiplication Chart
Worksheets
Homework Sheets |
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6. Procedures/Methods-
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A. Introduction-
Modeling (show):
So if I want to show a fraction in the best way I can, I need to look
at it first and decide if there is a way to make it easier to understand.
I'm going to show you how to do that. |
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B. Development-
1.I want you to watch me first, and then we can do some together.
I'm looking at 2/4. I don't really notice anything right away. I'm
going to look at my math words and see if I can look at it differently.
To help me I'm going to use my math brain and look at 2 numbers. I
know that 2 is a factor of 4. I also know that 4 is a multiple of
2. If my goal is to make this the easiest to read, I'm going to try
and make it smaller. I think I'll start with listing the factors of
two and factors of four.
2. Checklist
Step 1: Write factors for numerator and denominator
Step 2: Choose Greatest common factor
Step 3: Reduce fraction by dividing
Step 4: Write the reduced fraction
Step 5: Check answer in calculator
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C. Practice-
2"�1,2
4"�1,2,4
GCF"�2
2 divided by 2 is what?
4 divided by 2 is what?
Write answer
Check answer in my calculator |
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D. Independent Practice-
Try another one "� 3/6 (repeat process)
I think you're ready to show me you can do it on your own. Do as many
as you can with the time you have left and we will check them together.
(More or less, depending on the time) |
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E. Accommodations (Differentiated Instruction)-
Guided Practice (follow me):
Go through the process with students for the fraction 4/8:
Use numbers in our sentences
Write factors
Choose Greatest Common Factor
Reduce Fraction
Check answer in calculator.
Provide assistance when needed |
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F. Checking for understanding-
Check for Understanding:
Have you noticed a pattern?
What was the answer for all of our questions so far?
Will ALL fractions reduce to 1/2?
2.More Guided Practice:
Let's check. Why don't we try 6/8
Can we use the numerator and denominator in our sentence? No
Well let's go to our next step and find our GCF for the two numbers.
Finish the steps.
Do another problem with the fraction 3/12.
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G. Closure-
Closure:
Most/all of you showed me a lot of hard work and effort. Let's review
the steps one last time. Who can tell me what the 5 steps are for
reducing proper fractions to their simplest form?
For homework I want you to complete all the questions on this page.
Make sure you show all your work and use scratch paper if you can't
fit it all on this sheet. Let's read the directions together and make
sure we know how to complete all the problems. |
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7. Evaluation-
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Check students have the ability to independently reducing fraction
using the 5 steps |
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8. Teacher Reflection-
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Check student progress by administering quizzes or tests and by
checking homework. |
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