1. Topic-
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| Review of Basic Fraction Concepts |
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2. Content-
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| whole (or ONE unit), mixed number, denominator, numerator, "whole"
box |
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3. Goals: Aims/Outcomes-
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Number and Numeration Goal two (understanding of the meanings, use,
and representation of numbers and numerical relations)(Read, write,
and model fractions; solve problems involving fractional parts of
a region or a collection; describe and explain strategies used; given
a fractional part of a region or a collection, identify the unit whole).
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4. Objectives-
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| To review fractions as parts of a whole (ONE), fractions on number
lines, and uses of fractions. |
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5. Materials and Aids-
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| Math Journal 2, pp. 185-187, Student Reference Book, p. 43, pattern
blocks, straightedge, calculator, slate, Fraction Fun by David A.
Adler, Math Journal 2, p. 188, Student Reference Book, p. 259, Study
Link Master (Math Masters, p. 203), 8 each of number cards 1-10 (from
2 Everything Math Decks) |
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6. Procedures/Methods-
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A. Introduction-
1.Read Fraction Fun and ask students if they must share with their
siblings at home.
2.Mental Math exercises-multiples
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B. Development-
1.In small groups,ask students to share their examples of how fractions
are used outside of math class.
2.Refer to page 43 to find other uses.
3.Tell students that in this lesson they will review fractions as
parts of wholes, measures, and counts. |
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C. Practice-
1.Groups of students play Product Pileup to develop automatically
with multiplication facts.
2.With Math Boxes and Study Link activities, students practice and
maintain skills.
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D. Independent Practice-
1.Ask students to list 3 ways that fractions are used outside of
math class.
2. Math Boxes 7.1, Math Journal 2, p. 188
3.Study Link 7.1 |
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E. Accommodations (Differentiated Instruction)-
1.ELL students add numerator and denominator to their math word
banks.
2.Have all students create a Fraction Number-Line Poster, but assess
students with Learning Disabilities for readiness.
3.Enrichment-have students construct equilateral triangles and make
designs with pattern blocks. Label blocks as a fraction of the design
or the ONE. |
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F. Checking for understanding-
1.Grade Study Link 7.1 as a whole group.
2.Check papers and group students according to which problems missed.
Allow students to work through problems to correct.
3.Myself and the aide(s) teachers take student(s) requiring intervention |
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G. Closure-
1.Display number line projects.
2. Allow students to ask questions to be answered by classmates to
clarify uncertainties. |
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7. Evaluation-
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Journal page 186 assessment
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