1. Topic-
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| Fractions Review/Test Preparatory |
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2. Content-
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Understanding what fractions mean, how they are used, how they are
created, and how they are similar/different from other fractions.
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3. Goals: Aims/Outcomes-
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1.Students will be able to understand how fractions are used to
represent parts of a whole.
2.Using manipulatives, students will be able to compare and find equivalent
fractions.
3.Students will be able to draw pictures to help them solve story
problems. |
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4. Objectives-
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CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned into b equal parts; understand
a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.Math.Content.3.NF.A.2 Understand a fraction as a number on the
number line; represent fractions on a number line diagram.
CCSS.Math.Content.3.NF.A.2a Represent a fraction 1/b on a number line
diagram by defining the interval from 0 to 1 as the whole and partitioning
it into b equal parts. Recognize that each part has size 1/b and that
the endpoint of the part based at 0 locates the number 1/b on the
number line.
CCSS.Math.Content.3.NF.A.2b Represent a fraction a/b on a number line
diagram by marking off a lengths 1/b from 0. Recognize that the resulting
interval has size a/b and that its endpoint locates the number a/b
on the number line.
CCSS.Math.Content.3.NF.A.3 Explain equivalence of fractions in special
cases, and compare fractions by reasoning about their size.
CCSS.Math.Content.3.NF.A.3a Understand two fractions as equivalent
(equal) if they are the same size, or the same point on a number line.
CCSS.Math.Content.3.NF.A.3b Recognize and generate simple equivalent
fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are
equivalent, e.g., by using a visual fraction model.
CCSS.Math.Content.3.NF.A.3d Compare two fractions with the same numerator
or the same denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or
<, and justify the conclusions, e.g., by using a visual fraction model.
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5. Materials and Aids-
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| Fraction Stacks,Smartboard,Frog games based on fractions, review
sheet, counters, extra practice sheet,and Everyday Math decks |
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6. Procedures/Methods-
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A. Introduction-
1.Today we are going to do rotations around the room to review fractions
and prepare us for tomorrow's test.
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B. Development-
1.There will be five stations that your group will rotate through.
Station 1 - Smartboard
At this station you will be using the smartboard to practice labeling
fractions for a variety of denominators. After taking turns on the
smartboard you will fill out your parts on your review sheet.
Station 2 - Equivalent Fractions with Fraction stacks
You will be working together to use the fraction stacks to help you
find equivalent fractions.Write your answers on your review sheet.
Station 3 - Comparing Fractions using fraction stacks/fraction cards
At this station you will use fraction stacks or fraction cards (from
the Everyday Math decks)to compare each group of fractions. These
cards are exactly like your fraction cards.Circle the larger fraction.
Station 4 Story Problems
Read through the problem as a group. Discuss how you could solve the
problems. Draw pictures to help sort out the information and solve
them. You may use manipulatives to help you as well.
Station 5 - Frog games
In this station split into two groups and play the frog games. Each
person gets a pawn for the game. Each group gets a deck. When you
have went through the deck two times then you may get a different
deck. |
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C. Practice-
1.Station 1 - Smartboard Demonstrate writing on the board and pressing
reset to clear it.
Station 2 - Fraction stacks
Review proper procedure for using fraction stacks.
Station 3 - Fraction stacks and fraction cards. Use the cards just
like your personal fraction cards.
Station 4 - Story Problems
Work as a group to find the answers.
Station 5 - Frog games
In two groups play a game with one set of cards twice, then switch
cards.
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D. Independent Practice-
| Have students rotate around the room to each station. If they finish
early they can work on an additional fraction practice sheet. Rotate
around while students are working to clear confusions and refocus
as necessary. |
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E. Accommodations (Differentiated Instruction)-
| They are getting done what they can in the time allotted. |
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F. Checking for understanding-
| Go over the review sheet together after each group has finished
rotations. |
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G. Closure-
| Discussion about activities that were challenging or simple. |
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