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Sample Fractions

This lesson plan template provides details for a lesson on fractions. The goals are for students to represent fractions using drawings and models, and to order fractions based on fair share scenarios of 2 to 10 sharers. Materials include whiteboards, markers, and manipulatives. The lesson involves reviewing numerators and denominators, demonstrating fractions on a number line from 0 to 1, and having students work in groups to represent fractions on whiteboards. An assessment worksheet will be used to check understanding.

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61 views

Sample Fractions

This lesson plan template provides details for a lesson on fractions. The goals are for students to represent fractions using drawings and models, and to order fractions based on fair share scenarios of 2 to 10 sharers. Materials include whiteboards, markers, and manipulatives. The lesson involves reviewing numerators and denominators, demonstrating fractions on a number line from 0 to 1, and having students work in groups to represent fractions on whiteboards. An assessment worksheet will be used to check understanding.

Uploaded by

api-730519365
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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‭Lesson Plan Template‬

‭Subject/Strand: Fractions‬ ‭Class # in unit: 1‬ ‭Date:‬ Mar 31, 2023

‭ esson Goals: See what students already know & push their thinking to use models they have used for other‬
L
‭topics this year (# line, etc.)‬

‭Curriculum Expectations: Fractions‬‭use


drawings and‬‭models to represent, compare, and order‬
‭fractions representing the individual portions that result from two different fair-share‬
‭scenarios involving any combination of 2, 3, 4, 5, 6, 8, and 10 sharers‬

‭Materials:‬ ‭ ipebooks, markers, slide deck with slides, flip counters (white & red), pattern blocks‬
W
‭(hexagons, etc.), Cuisenaire Rods,‬

‭ ifferentiatio‬
D
‭n Required‬
‭for Specific‬
‭Students‬

‭ ook or‬
H ‭Slide 13‬
‭Opening‬

‭ ody of‬
B ‭ odel how to use WipeBooks, using “show ½”. You are‬
M
‭Lesson‬ ‭never done….keep going, look for more ideas, send a spy‬
‭to gather ideas & share with your group. Only 1 at a time.‬
‭Visually Random Groupings of 3 -‬
‭1st Student gets marker.‬

‭Represent ⅗ in as many ways as possible.‬

‭ rompting questions:‬
P
‭What other models or ideas can you use?‬
‭Can you draw ⅗ as sharing something? What things have you had to share equally?‬
‭How did we represent decimals? Would any of those models work?‬
‭If you had objects, how could you organize them to show ⅗?‬
‭Which benchmark fractions is it bigger than? Smaller than?‬

‭Consolidation‬ C
‭ hart paper to be displayed - add in names to strategies.‬
‭How can we represent fractions?‬
‭Split into sections: as part of a whole, as part of a set, as part of measurement / number‬
‭ ssessment‬
A ‭ bservation checklist - look for part of set & part of area.‬
O
‭Consideratio‬ ‭Use checklist - names in alphabetical order.‬
‭n‬
‭(How do I‬
‭know the‬
‭Learning‬
‭Goals have‬
‭been met?)‬

‭Teacher Name‬ ‭Course‬ ‭Date‬ ‭Lesson‬


‭ eriod/time‬
P
‭ aya Clarke/Shannon‬
M ‭Math‬ Apr 3, 2023 ‭2:05-3:05pm‬
‭Keeling‬
‭Lesson Topic/Title and description:‬
‭Fractions on a Number Line: Students are able to represent fractions on a number line‬
‭between 0 and 1 using various fractions.‬

‭ onnection to prior learning and any culminating activity:‬‭Being able to represent‬


C
‭fractions as a whole and as a set.‬

‭Big Picture: Essential Questions‬ ‭ earning Goals (student friendly)‬


L
‭How are these to be shared with‬
‭students‬

‭How do fractions work on a number line?‬ ‭-‬ I‭ can show what different‬
‭fractions look like on a‬
‭number line‬

‭Curriculum connections: Overall Expectations:‬ ‭ urriculum connections: Specific‬


C
‭Expectations:‬
‭ 1.4 represent‬‭fractions‬‭from‬
B
‭ tudents will demonstrate an understanding of‬
S ‭halves to tenths using‬‭drawings‬‭,‬
‭numbers and make connections to the way‬ ‭tools, and‬‭standard fractional‬
‭numbers are used in everyday life.‬ ‭notation‬‭, and explain the‬
‭meanings of the‬‭denominator‬
‭and the‬‭numerator‬
‭ 1.6 count by halves, thirds,‬
B
‭fourths, fifths, sixths, eights,‬
‭tenths, with and without the use‬
‭of a tool‬

‭ uccess Criteria:‬‭How will you know if your students‬‭have achieved your goals‬
S
‭-Students understand how to represent fractions on a number line‬
‭-Students understand that each fraction jump needs to be equally spaced.‬
‭-Students are able to demonstrate where a certain fraction belongs on a number line‬

‭Lesson Outline – Outline timings to monitor pace of lesson‬


‭ tarter‬
S
‭(Indicate assessment activities used to demonstrate student learning) AoL‬
‭2:05-2:10:‬‭Numerator vs. Denominator review (Pizza?)‬

‭ iddle‬
M
‭(Indicate assessment activities used to demonstrate student learning) AoL‬
‭2:10-2:25:‬‭Demonstrating fractions on a number line (between 0 and‬‭1)‬
‭●‬ ‭Discuss “rules”:‬
‭○‬ ‭Spaces need to be equal between jumps‬
‭○‬ ‭Start with an open number line and then create the spaces‬
‭●‬ ‭Example on board: 1/2 , 1 / 4‬
‭○‬ ‭Is ¼ bigger than ½ or smaller? Why?‬
‭○‬ ‭Think about decimals? Is 0.5 bigger or 0.25?‬

‭2:25-2:35:‬‭As a class, using whiteboard number lines,‬‭draw where 0 is and 1 is on the paper‬
‭●‬ ‭Where is ½? Where is ¼?‬
‭●‬ ‭Share with your partner beside you when you’re done to make sure they’re the‬
‭same‬
‭Materials:‬
‭○‬ ‭1 whiteboard per group of 2‬
‭○‬ ‭1 marker‬
‭2:35-?:‬‭Groups of 2 to create three different number‬‭lines: 1/4 , 5 / 8, 7/9ths on a number‬
‭line (Visually random, first student to come get whiteboard, second student to get marker),‬

‭3- ?:‬‭When groups are done, come check with Ms. Clarke and will get worksheet‬

‭ inish to the Lesson‬


F
‭(Indicate assessment activities used to demonstrate student learning) AoL‬
‭? - 3:05:‬‭Worksheet (MathUP) Lesson 4‬

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