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LESSON DESCRIPTION
Title: Mixed Numbers
Grade Level: 5 Author: Julie Thomas
DOMAIN, CLUSTER, STANDARD Domain: Numbers and Operations-Fractions Cluster: Apply and extend previous understandings of multiplication and division. Standard: CCSS.Math.Content.5.NF.B.3-Interpret a fraction as division of the numerator by the denominator. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual models or equations to represent the problem.
OBJECTIVE/S As a result of these activities, students will be able to: 1. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual models or equations to represent the problem.
ASSESSMENT/EVALUATION 1. Students working with a partner will present a problem and explain their answer in front of the class.
MATERIALS AND TOOLS 1. Pattern shape manipulatives 2. Elmo 3. Task cards 4. Expo markers 5. Paper/pencils/erasers 6. Math journals 7. Math work books
MOTIVATION or ANICIPARTORY SET 1. Today we are going to discuss and explore mixed numbers and improper fraction concepts. The teacher will write mixed numbers on the board.
TEACHING PROCEDURES AND LEARNING ACTIVITIES 1. Show the students each shape: hexagon, trapezoid, rhombus, and triangle. Ask the students the name of each shape. 2. The teacher will show the students with shapes on the ELMO that if a hexagon is 1, then each trapezoid is , rhombus 1/3, and triangle 1/6. 3. The teacher will use pattern blocks to model mixed numbers. 4. Read the math message and go over with the students. 5. Give the students the problem. If a hexagon is worth 1, what are 5 trapezoids worth? 6. The teacher will pose questions to explore the importance or the whole, or one. She will ask questions like: If the triangle is 1/3, what shape is one? 7. The teacher will ask the students for true statements about 8/3. 8. The teacher will explain improper fractions. 9. The teacher will model the first two problems and the students will answer the next three and then go over them together as a class. 10. The teacher will guide students through a task card and how to explain the answer. Then, she will give each pair of students two task cards and they will work the problems. They will present one problem to the class on the ELMO and then check their answer with the QR code.
ADAPTATIONS AND ACCOMMODATIONS 1. Ell: Pair students with peers who can interpret. 2. Special Needs: Pair students with differing abilities in math.
GUIDED PRACTICE (Included in the teaching procedures)
CLOSURE 1. What did you learn about mixed numbers and improper fractions? 2. Is one better than the other?
INDEPENDENT PRACTICE: Students will work the problems in unit 5.2.
ASSESSMENT/EVALUATION
1. Students working with a partner will present a problem and explain their answer in front of the class.
Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them: Creating fractions using pattern shapes. 2. Model with mathematics: Modeled hexagon, trapezoid, rhombus, and triangle into fractions. 3. Reason abstractly and quantitatively: Created shapes with to explain fractions.
SOURCES Julie Thomas www.teacherspayteachers.com/store/making-math-fun for task cards