FIDDLIN WITH FRACTIONS


 Miles Underwood
 5 years ago
 Views:
Transcription
1 FIDDLIN WITH FRACTIONS Special Area: Connections (Fourth and Fifth Grade) Written by: (Dawn Ramos, Joan Johnson, Mindy Wilshusen, St. Mary s School) Length of Unit: (6 Lessons) I. ABSTRACT The purpose of this unit, Fiddlin with Fractions, is to integrate the Core Knowledge math sequence with handson activities. This is an introductory unit on fraction concepts and number sense with a variety of activities which include problemsolving projects. It is designed to meet the different learning styles of students. Students will be engaged in identifying numerators and denominators, renaming, reducing to lowest terms, comparing, and adding and subtracting fractions. This unit could easily be incorporated with textbook work as well. Assessments will be based on both oral and written exercises. II. III. OVERVIEW A. Concept Objectives 1. The students will develop an understanding of fractions and solve problems concretely, pictorially and symbolically. 2. The students will apply and demonstrate fractions in practical situations. B. Content from the Core Knowledge Sequence 1. Identify numerator and denominator 2. Recognize equivalent fractions 3. Put fractions into lowest terms 4. Rename fractions with unlike denominations to fractions with common denominator. 5. Compare fractions with like and unlike denominator using the signs <,>,=. 6. Add and subtract mixed numbers and fractions with like and unlike denominators. C. Skill Objectives 1. The students will identify numerator and denominator by recognizing a part compared to the whole. 2. The students will recognize equivalent fractions through construction of a model. 3. The students will reduce fractions to lowest terms by restating and selecting various fractions that are equivalent (ex. ½ = 3/6). 4. The students will transform fractions with unlike denominators and convert to like denominator. 5. The students will compare and contrast fractions by producing a graph. 6. The students will add and subtract mixed numbers and fractions with like and unlike denominators through preparation of recipes. BACKGROUND KNOWLEDGE A. For Teachers 1. Hirsch Jr. E.D. What Your Fourth Grader Needs to Know, What Your Fifth Grader Needs to Know. Core Publications, Inc., Progress In Mathematics, Teacher s Edition. New York: Sadlier Oxford, ISBN: Thaler, Mike. The Teacher from the Black Lagoon. New York: Scholastic Inc ISBN: Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 1
2 4. Blane, Diane. The Boxcar Children Cookbook. Morton Grove: A Whitman and Company, 1991 ISBN: X B. For Students 1. Addition 2. Subtraction 3. Multiplication 4. Divisions with and without remainders 5. Sequencing IV. RESOURCES A. Any fraction resources can be utilized to supplement this unit. V. LESSONS Lesson One: Introduction to Fractions A. Daily Objectives 1. Concept Objective(s) a. The students will apply and demonstrate fractions in practical situations. b. The students will develop an understanding of fractions and solve problems concretely, pictorially, and symbolically. 2. Lesson Content a. Students will identify numerator and denominator by recognizing a part compared to the whole. 3. Skill Objective(s) a. Students will explain what the numerator and the denominator in written fraction represent. b. Students will model fractions up the twelfths. B. Materials 1. Students as fraction models (ex. Number of blue shirts to all shirts), fraction strips, etc. (anything that will demonstrate fraction parts). C. Key Vocabulary 1. Fraction: A number that names a part of a whole, a region or a set. 2. Numerator: The number above the bar in a fraction. 3. Denominator: The number below the bar in a fraction. 4. Whole Number: Any of the numbers 0, 1, 2, 3, D. Procedures/Activities 1. The teacher will read aloud The Teacher from the Black Lagoon to introduce fractions. 2. Teacher will introduce vocabulary. 3. Teacher will use students for hands on activities to demonstrate fractions as parts of a whole (ex. How many students wear a white shirt versus all other shirts.). E. Assessment/Evaluation 1. Students will practice a shading parts of a whole on a diagram (Diagram provided  see appendix A). Lesson Two: Equivalent Fractions (3 day lesson) A. Daily Objectives 1. Concept Objective(s) 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 2
3 a. The students will develop an understanding of fractions and solve problems concretely, pictorially, and symbolically. b. The students will apply and demonstrate fractions in practical situations. 2. Lesson Content a. The students will recognize equivalent fractions through construction of a model. 3. Skill Objectives a. The students will define the word, equivalent. b. The students will construct and manipulate a fraction model. B. Materials 1. Paper Plates of two colors (enough for each student to have two), scissors, pencil, supplemental worksheets from your classroom textbook. C. Key Vocabulary 1. Equivalent: Equal Value D. Procedures/ Activities 1. The teacher will write the word, equivalent, on the board and discuss its meaning. 2. Review previous lesson on fractions. 3. The teacher will distribute paper plates of two colors to each student. 4. The students will make one cut on each paper plate from the outside edge to the center. 5. The students will then connect the two paper plates by sliding one slot inside the other until the centers meet. 6. The teacher will demonstrate various fractions using the fraction model. 7. Students will demonstrate equivalent fractions using the fraction model. E. Assessments/Evaluations 1. Students will complete a teacher made worksheet (Appendix A). Lesson Three: Fractions in lowest terms (Two Day Lesson) A. Daily Objectives 1. Concept Objective(s) a. The students will apply and demonstrate fractions in practical situations. b. The students will develop an understanding of fractions and solve problems concretely, pictorially, and symbolically. 2. Lesson Content a. Students will reduce fractions to lowest terms by restating and selecting various fractions that are equivalent (ex. ½ = 3/6). 3. Skill Objective(s) a. Students will learn how to factor using prime and composite numbers. b. Students will convert fractions to lowest terms. c. Students will recognize and select fractions in lowest terms. B. Materials 1. Bingo game cards and markers, dice (enough for every student) C. Key Vocabulary 1. Factor: Two or more numbers that are multiplied together to produce a product. 2. Prime Number: A number that has only two factors, 1 and the number itself. 3. Composite Number: A number that has more than two factors. 4. Lowest Terms: A fraction is in lowest terms when its numerator and denominator have no common factor other than one Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 3
4 5. Greatest Common Factor (GCF): The greatest number that is a factor of two or more products. D. Procedures/Activities 1. The teacher and students will discuss the vocabulary words. 2. Teacher will demonstrate how to factor numerators and denominators. 3. Students will identify the greatest common factor that is common to both the numerator and denominator. 4. Once students have determined the GCF they will practice reducing fractions to lowest terms. 5. Students will then play fraction bingo (ex. Teacher displays fraction 3/6 and students must identify and mark the fractions in lowest terms on their answer card, which would be ½). See Appendix B E. Assessment/Evaluation 1. Have students work in pairs. Ask students to roll a number cube twice to get a fraction, then work together to decide if it is in lowest terms. If not, they should rename it as an equivalent fraction in lowest terms. Lesson Four: Renaming Fractions (Two Day Lesson) A. Daily Objectives 1. Concept Objective(s) a. The students will apply and demonstrate fractions in practical situations. b. The students will develop an understanding of fractions and solve problems concretely, pictorially, and symbolically. 2. Lesson Content a. Students will transform fractions with unlike denominators and convert them to like denominators 3. Skill Objective(s) a. Students will find the least common denominator of a set of fractions. b. Students will identify common multiples and least common multiples. c. Students will convert fractions of unlike denominators to fractions of like denominators. B. Materials 1. toothpicks, Handout Appendix C (one for each student) C. Key Vocabulary 1. Multiples: A number that is the product of a given number and any whole number. 2. Common Multiple: A number that is a multiple of two or more numbers. 3. Least Common Multiple (LCM): The least number other than zero that is a common multiple of two or more numbers. 4. Least Common Denominator (LCD): The least common multiple of the denominators of two or more fractions. D. Procedures/Activities 1. Teacher will divide students into pairs and distribute toothpicks (at least 12) to each group. 2. Using toothpicks, the students will form triangles to complete the table on Appendix C. 3. Students should try to recognize the patterns formed for multiples of three Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 4
5 4. Using toothpicks, the students will then form squares to complete the table on Appendix C. 5. Students should try to recognize the patterns formed for multiples of four. 6. Teacher will discuss the multiples of three and four and ask students to identify what is common. 7. Using the examples of three and four, the teacher will show students how to find the LCM of a pair of fractions. 8. Students will then compare the relationship between LCM and LCD. 9. Students will practice renaming fractions using knowledge gained from discussion of LCM and LCD. E. Assessment/Evaluation 1. Students will complete a teacher made worksheet. See Appendix D. Lesson Five: Comparing Fractions (Three Day Lesson) A. Daily Objectives 1. Concept Objective(s) a. The students will apply and demonstrate fractions in practical situations. b. The students will develop an understanding of fractions and solve problems concretely, pictorially, and symbolically. 2. Lesson Content a. Students will compare and contrast fractions by producing a graph. 3. Skill Objective(s) a. Students will find the least common denominator to rename fractions with like denominators. b. Students will use >, <, and = symbols to compare fractions. B. Materials 1. Overhead projector, pencil, paper, poster board, colored pencils C. Key Vocabulary 1. Least Common Denominator (LCD): The least common multiple of the denominators of two or more fractions. D. Procedures/Activities 1. Teacher will review the least common multiple and least common denominator. 2. Teacher will review the symbols >, <, and =. 3. Using fractions with like denominators teacher will model how to compare on the overhead projector. 4. Students will demonstrate knowledge of fraction comparison using paper and pencil. 5. Teacher will illustrate how to compare fractions with unlike denominators. 6. Students will practice finding LCM for pairs of numbers. 7. Students will then compare fractions with unlike denominators by finding the LCM. E. Assessment/Evaluation 1. Using poster board and colored pencils, students will make a circle graph that represents the fraction of time they spend doing various activities in a 24hour period. Lesson Six: Adding and Subtraction Fractions and Mixed Numbers A. Daily Objectives 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 5
6 1. Concept Objective(s) a. The students will develop an understanding of fractions and solve problems concretely, pictorially, and symbolically. b. The students will apply and demonstrate fractions in practical situations. 2. Lesson Content a. The students will add and subtract mixed numbers and fractions with like and unlike denominators through preparation of recipes. 3. Skills Objectives a. The students will rename fractions with unlike denominators to fractions with like denominators using LCM and LCD. b. The students will add and subtract fractions with like denominators. c. The students will add and subtract fractions with unlike denominators. d. The students will add and subtract mixed numbers. B. Materials 1. Chalkboard, paper, pencils, recipes, ingredients, Boxcar Children Cookbook C. Key Vocabulary 1. Mixed Number: A number that is made up of a whole number and a fraction 2. Improper Fraction: A fraction with its numerator equal to or greater than its denominator D. Procedures/Activities 1. Teacher will explain and show students how to add and subtract fractions with like denominators, reminding students that the denominator remains the same. 2. Students will apply their knowledge by adding and subtraction fractions with like denominators as a whole class activity. 3. The teacher will review the term LCD and how to find. 4. Teacher will put five sets of fractions with unlike denominators on the board and ask students to find the LCD for each set. 5. Teacher will then model how to add fractions with unlike denominators. 6. Students will practice adding fractions with unlike denominators using problems from textbook and other resources. 7. Teacher will model how to subtract fractions with unlike denominators. 8. Students will practice subtractions fractions with unlike denominators using problems from textbook and other resources. 9. Teacher will introduce the vocabulary terms improper fractions and mixed numbers. 10. The teacher will show students how to convert an improper fraction to a mixed number. 11. Students will practice converting improper fractions to mixed numbers. 12. Teacher will demonstrate how to add mixed numbers. 13. Students will practice adding mixed numbers. 14. Teacher will demonstrate how to subtract mixed numbers. 15. Students will practice subtraction mixed numbers. E. Assessment/Evaluation 1. The students will select a recipe from The Boxcar Children Cookbook or a resource of choice. Students will apply knowledge of fractions by preparing and measuring. Cook and enjoy! 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 6
7 VI. VII. CULMINATING ACTIVITY A. Student Independent Project. 1. Students will summarize completed circle graph form lesson five. 2. Fraction cents family project: Students will be given an enlarged replica of a onedollar bill. With parents/guardian students will research family expenses. Each dollar bill represents the whole amount of the family income. Using fractions, break down the dollar bill into parts of a whole. Each fraction piece will represent the part of a whole spent on family needs and activities. Students will draw in the fraction parts on the dollar bill. The number of sections may vary depending upon family expenses. HANDOUTS/WORKSHEETS A. Appendices A  E VIII. BIBLIOGRAPHY A. Hirsch Jr., E.D. What Your Fourth and Fifth Grader Needs to Know. Core Publications, Inc., ISBN B. Progress in Mathematics, Teacher s Edition. New York: Sadlier Oxford, ISBN C. Thaler, Mike. The Teacher from the Black Lagoon. New York: Scholastic INC., 1989 ISBN: D. Blain, Diane. The Boxcar Children Cookbook. Morton Grove: A. Whitman and Co ISBN: X 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 7
8 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 8
9 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 9
10 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 10
11 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 11
12 2004 Core Knowledge National Conference, Fiddlin With Fractions, Connections (Grades 4 & 5) 12
FRACTIONS: EASY AS PIE! Grade Level: 4th Grade Presented by: Sue Gill, Clegern Elementary School, Edmond, Oklahoma Length of Unit: 7 lessons
FRACTIONS: EASY AS PIE! Grade Level: 4th Grade Presented by: Sue Gill, Clegern Elementary School, Edmond, Oklahoma Length of Unit: 7 lessons I. ABSTRACT This unit, "Fractions: Easy as Pie! is intended
More informationNF512 Flexibility with Equivalent Fractions and Pages 110 112
NF5 Flexibility with Equivalent Fractions and Pages 0 Lowest Terms STANDARDS preparation for 5.NF.A., 5.NF.A. Goals Students will equivalent fractions using division and reduce fractions to lowest terms.
More informationII. 2008 Core Knowledge National Conference, 2 nd Grade, Action! Action! We Want Fractions 1
ACTION! ACTION! We Want Fractions! Grade Level or Special Area: Second Grade Written by: Monique Cavaleri, Marie Maggio, Anne Slack, P.S.108, Brooklyn New York Length of Unit: 5 Lessons I. ABSTRACT Fractions
More informationThird Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric
More informationFraction Vocabulary. It is important that vocabulary terms are taught to students.
Rational Numbers Fractions Decimals Percents It is important for students to know how these 3 concepts relate to each other and how they can be interchanged. Fraction Vocabulary It is important that vocabulary
More informationUnit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.
Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L34) is a summary BLM for the material
More information3. Show how different combinations of coins equal the same amounts of money.
March 1214, 1998 Money, Money, Money! Grade Level: 2 Presented by: Karin W. Sanders, Kimmell J. Proctor, Paul H. Cale Elementary, Charlottesville, VA Length of Unit: 11 Lessons I. ABSTRACT Money is everywhere!
More informationUnderstand numbers, ways of representing numbers, relationships among numbers, and number systems
Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge
More informationNS650 Dividing Whole Numbers by Unit Fractions Pages 16 17
NS60 Dividing Whole Numbers by Unit Fractions Pages 6 STANDARDS 6.NS.A. Goals Students will divide whole numbers by unit fractions. Vocabulary division fraction unit fraction whole number PRIOR KNOWLEDGE
More informationFractions as Numbers INTENSIVE INTERVENTION. National Center on. at American Institutes for Research
National Center on INTENSIVE INTERVENTION at American Institutes for Research Fractions as Numbers 000 Thomas Jefferson Street, NW Washington, DC 0007 Email: NCII@air.org While permission to reprint this
More informationAn Introduction to Number Theory Prime Numbers and Their Applications.
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations 82006 An Introduction to Number Theory Prime Numbers and Their Applications. Crystal
More informationSample Fraction Addition and Subtraction Concepts Activities 1 3
Sample Fraction Addition and Subtraction Concepts Activities 1 3 College and CareerReady Standard Addressed: Build fractions from unit fractions by applying and extending previous understandings of operations
More information7 th Grade Integer Arithmetic 7Day Unit Plan by Brian M. Fischer Lackawanna Middle/High School
7 th Grade Integer Arithmetic 7Day Unit Plan by Brian M. Fischer Lackawanna Middle/High School Page 1 of 20 Table of Contents Unit Objectives........ 3 NCTM Standards.... 3 NYS Standards....3 Resources
More informationGrade 7 Mathematics. Unit 5. Operations with Fractions. Estimated Time: 24 Hours
Grade 7 Mathematics Operations with Fractions Estimated Time: 24 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology [V] Visualization
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationClifton High School Mathematics Summer Workbook Algebra 1
1 Clifton High School Mathematics Summer Workbook Algebra 1 Completion of this summer work is required on the first day of the school year. Date Received: Date Completed: Student Signature: Parent Signature:
More informationAdding and Subtracting Fractions. 1. The denominator of a fraction names the fraction. It tells you how many equal parts something is divided into.
Tallahassee Community College Adding and Subtracting Fractions Important Ideas:. The denominator of a fraction names the fraction. It tells you how many equal parts something is divided into.. The numerator
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationGrade 4  Module 5: Fraction Equivalence, Ordering, and Operations
Grade 4  Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)
More informationI. ABSTRACT II. III. IV.
Teaching About Magnets in Kindergarten Grade Level or Special Area: Kindergarten Written by: Lori Dawn Montanez, Swallows Charter Academy, Pueblo West, CO Length of Unit: Five lessons (approximately two
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationII. 2005 Core Knowledge National Conference, Magnets Rock, Kindergarten 1
Magnets Rock! Grade Level: Kindergarten Written by: Erica Armstrong, Mills Elementary, Hobbs, NM Kim Drake, Will Rogers Elementary, Hobbs, NM Susan Gatewood, Mills Elementary, Hobbs, NM Pam Penick, Booker
More informationII. III. IV. RESOURCES A. Best Buy Bargain Books, Social Studies K1 by Frank Schaffer ISBN 0867344512
What on Earth is...a Map?...a Globe? Grade Level: Kindergarten Written by: Lisa Fagan Cross County Elementary, Teressa Davis Vanndale Elementary, Amy Searcy, and Cheryl Green Hickory Ridge Elementary,
More information4. Write a mixed number and an improper fraction for the picture below.
5.5.1 Name Grade 5: Fractions 1. Write the fraction for the shaded part. 2. Write the equivalent fraction. 3. Circle the number equal to 1. A) 9 B) 7 C) 4 D) 7 8 7 0 1 4. Write a mixed number and an improper
More informationHealth in Action Project. Fraction Action
Pillar: Active Living Division: II Grade Level: 6 Core Curriculum Connections: Math I. Rationale: Health in Action Project Fraction Action In this activity, students will review what an improper fraction
More informationLesson 1: Fractions, Decimals and Percents
Lesson 1: Fractions, Decimals and Percents Selected Content Standards Benchmarks Addressed: N2H Demonstrating that a number can be expressed in many forms, and selecting an appropriate form for a given
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
More informationAlgebra 1: Basic Skills Packet Page 1 Name: Integers 1. 54 + 35 2. 18 ( 30) 3. 15 ( 4) 4. 623 432 5. 8 23 6. 882 14
Algebra 1: Basic Skills Packet Page 1 Name: Number Sense: Add, Subtract, Multiply or Divide without a Calculator Integers 1. 54 + 35 2. 18 ( 30) 3. 15 ( 4) 4. 623 432 5. 8 23 6. 882 14 Decimals 7. 43.21
More informationRational Number Project
Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson : Overview Students estimate sums and differences using mental images of the 0 x 0 grid. Students develop strategies for adding
More informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationFractions In Action! Dawn Jesse
Fractions In Action! Dawn Jesse Fractions In Action Dawn Jesse Fractions In Action is an interactive activity that consists of direct instruction, cooperative learning and is inquire based. As the students
More informationProgress Check 6. Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment
Progress Check 6 Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment The MidYear Assessment in the Assessment Handbook is a written
More informationIntroduction Read aloud Pizza Fractions by Jerry Pallotta to give students a visual representation of fractions.
3rd th Grade Objective CCSS Math/Number and OperationsFractions:.NF. Extend understanding of fraction equivalence and ordering.. Compare two fractions with different numerators and different denominators
More informationVISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University
VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS
More informationIntroduction to Fractions, Equivalent and Simplifying (12 days)
Introduction to Fractions, Equivalent and Simplifying (12 days) 1. Fraction 2. Numerator 3. Denominator 4. Equivalent 5. Simplest form Real World Examples: 1. Fractions in general, why and where we use
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More informationDay One: Least Common Multiple
Grade Level/Course: 5 th /6 th Grade Math Lesson/Unit Plan Name: Using Prime Factors to find LCM and GCF. Rationale/Lesson Abstract: The objective of this two part lesson is to give students a clear understanding
More informationTeaching PreAlgebra in PowerPoint
Key Vocabulary: Numerator, Denominator, Ratio Title Key Skills: Convert Fractions to Decimals Long Division Convert Decimals to Percents Rounding Percents Slide #1: Start the lesson in Presentation Mode
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
More informationTransition To College Mathematics
Transition To College Mathematics In Support of Kentucky s College and Career Readiness Program Northern Kentucky University Kentucky Online Testing (KYOTE) Group Steve Newman Mike Waters Janis Broering
More informationPrimes. Name Period Number Theory
Primes Name Period A Prime Number is a whole number whose only factors are 1 and itself. To find all of the prime numbers between 1 and 100, complete the following exercise: 1. Cross out 1 by Shading in
More informationA Concrete Introduction. to the Abstract Concepts. of Integers and Algebra using Algebra Tiles
A Concrete Introduction to the Abstract Concepts of Integers and Algebra using Algebra Tiles Table of Contents Introduction... 1 page Integers 1: Introduction to Integers... 3 2: Working with Algebra Tiles...
More informationPlanning Guide. Grade 6 Factors and Multiples. Number Specific Outcome 3
Mathematics Planning Guide Grade 6 Factors and Multiples Number Specific Outcome 3 This Planning Guide can be accessed online at: http://www.learnalberta.ca/content/mepg6/html/pg6_factorsmultiples/index.html
More informationFraction Models Grade Three
Ohio Standards Connection Number, Number Sense and Operations Benchmark C Represent commonly used fractions and mixed numbers using words and physical models. Indicator 5 Represent fractions and mixed
More informationMathematics Instructional Cycle Guide
Mathematics Instructional Cycle Guide Fractions on the number line 3NF2a Created by Kelly Palaia, 2014 Connecticut Dream Team teacher 1 CT CORE STANDARDS This Instructional Cycle Guide relates to the following
More informationThis lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
More informationSect 3.2  Least Common Multiple
Let's start with an example: Sect 3.2  Least Common Multiple Ex. 1 Suppose a family has two different pies. If they have 2 3 of one type of pie and 3 of another pie, is it possible to combine the pies
More informationII. III. 2004 Core Knowledge National Conference, Grade Level, (Unit Name Here) 1
Teaching A Touchy Topic: Life Cycles and Reproduction Grade Level: Fifth Grade Written by: Kimberly Ruckh, Linda Cambra, Dallas Bankston; Challenge Charter School, Glendale, Az. Length of Unit: Five Lessons
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationCBA Fractions Student Sheet 1
Student Sheet 1 1. If 3 people share 12 cookies equally, how many cookies does each person get? 2. Four people want to share 5 cakes equally. Show how much each person gets. Student Sheet 2 1. The candy
More informationnorth seattle community college
INTRODUCTION TO FRACTIONS If we divide a whole number into equal parts we get a fraction: For example, this circle is divided into quarters. Three quarters, or, of the circle is shaded. DEFINITIONS: The
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationPlanning Guide. Grade 6 Improper Fractions and Mixed Numbers. Number Specific Outcome 4
Mathematics Planning Guide Grade 6 Improper Fractions and Mixed Numbers Number Specific Outcome 4 This Planning Guide can be accessed online at: http://www.learnalberta.ca/content/mepg6/html/pg6_improperfractionsmixednumbers/index.html
More informationPROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION
PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children
More informationMultiplying and Dividing Fractions
Multiplying and Dividing Fractions 1 Overview Fractions and Mixed Numbers Factors and Prime Factorization Simplest Form of a Fraction Multiplying Fractions and Mixed Numbers Dividing Fractions and Mixed
More informationIII. BACKGROUND KNOWLEDGE
Chemistry: Phase Changes: Heat and Matter Grade Level: 5 Presented by: Gail ScottTaylor, R.N. Harris Integrated Arts/Core Knowledge School Length of Unit: Seven lessons I. ABSTRACT Roll up your sleeves
More informationFRACTION WORKSHOP. Example: Equivalent Fractions fractions that have the same numerical value even if they appear to be different.
FRACTION WORKSHOP Parts of a Fraction: Numerator the top of the fraction. Denominator the bottom of the fraction. In the fraction the numerator is 3 and the denominator is 8. Equivalent Fractions: Equivalent
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationGrade 4 Lesson 14: Number Lines and Mixed Numbers TEACHER MODELING/STUDENT COMMUNICATION
Grade 4 Lesson 14: Number Lines and Mixed Numbers Purpose: To form the beginning of a number line with fractions Materials: Bars, Transparent bars, Transparent Number Line (Transparency Kit), Master "
More informationREVIEW SHEETS BASIC MATHEMATICS MATH 010
REVIEW SHEETS BASIC MATHEMATICS MATH 010 A Summary of Concepts Needed to be Successful in Mathematics The following sheets list the key concepts that are taught in the specified math course. The sheets
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationparent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE
TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE 3 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply
More informationStudents will benefit from pencils with erasers, if possible since revisions are part of learning.
Suggestions and/or Directions for Implementing Extended Concept (2) Activities Students will benefit from pencils with erasers, if possible since revisions are part of learning. Students should be allowed
More informationAnchorage School District/Alaska Sr. High Math Performance Standards Algebra
Anchorage School District/Alaska Sr. High Math Performance Standards Algebra Algebra 1 2008 STANDARDS PERFORMANCE STANDARDS A1:1 Number Sense.1 Classify numbers as Real, Irrational, Rational, Integer,
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More information3.1. RATIONAL EXPRESSIONS
3.1. RATIONAL EXPRESSIONS RATIONAL NUMBERS In previous courses you have learned how to operate (do addition, subtraction, multiplication, and division) on rational numbers (fractions). Rational numbers
More informationMaths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
More informationPrentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)
PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and
More informationVirtual Library Lesson: Greatest Common Factor and Least Common Multiple
Greatest Common Factor and Least Common Multiple Lesson Overview This is a series of lessons that build an understanding of greatest common factor and least common multiple, preparing students for fraction
More informationTasks in the Lesson. Mathematical Goals Common Core State Standards. Emphasized Standards for Mathematical Practice. Prior Knowledge Needed
Mathematical Goals Common Core State Standards Emphasized Standards for Mathematical Practice Prior Knowledge Needed Vocabulary Lesson 2.4 Five Numbers Bingo Overview and Background Information By the
More informationCISC  Curriculum & Instruction Steering Committee. California County Superintendents Educational Services Association
CISC  Curriculum & Instruction Steering Committee California County Superintendents Educational Services Association Primary Content Module IV The Winning EQUATION NUMBER SENSE: Factors of Whole Numbers
More informationMATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
More informationIntroduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
More informationOpenEnded ProblemSolving Projections
MATHEMATICS OpenEnded ProblemSolving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEMSOLVING OVERVIEW The Projection Masters for ProblemSolving
More informationAdding and Subtracting Integers Unit. Grade 7 Math. 5 Days. Tools: Algebra Tiles. FourPan Algebra Balance. Playing Cards
Adding and Subtracting Integers Unit Grade 7 Math 5 Days Tools: Algebra Tiles FourPan Algebra Balance Playing Cards By Dawn Meginley 1 Objectives and Standards Objectives: Students will be able to add
More informationPossible Stage Two Mathematics Test Topics
Possible Stage Two Mathematics Test Topics The Stage Two Mathematics Test questions are designed to be answerable by a good problemsolver with a strong mathematics background. It is based mainly on material
More informationLesson Overview: Tell students that they are going to learn, how to identify equivalent fractions.
Teacher: Miss. Domonique Ragni Lesson Plan Title: Equivalent Fractions Grade Level: 3 rd grade Time allotted: 45 minutes Lesson Overview: Tell students that they are going to learn, how to identify equivalent
More informationMath 0306 Final Exam Review
Math 006 Final Exam Review Problem Section Answers Whole Numbers 1. According to the 1990 census, the population of Nebraska is 1,8,8, the population of Nevada is 1,01,8, the population of New Hampshire
More informationJUMP Math: Teacher's Manual for the Fractions Unit
JUMP Math: Teacher's Manual for the Unit J U N I O R U N D I S C O V E R E D M A T H P R O D I G I E S By John Mighton Fall 00 Table of Contents Teaching Units: 1..... Homework.... Tests... 1. Selected
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationMy Notes CONNECT TO SCIENCE
Mood Rings, Part SUGGESTED LEARNING STRATEGIES: Summarize/Paraphrase/ Retell, Vocabulary Organizer Tyrell and four of his friends from West Middle School went to a craft fair and they all decided to buy
More information47 Numerator Denominator
JH WEEKLIES ISSUE #22 20122013 Mathematics Fractions Mathematicians often have to deal with numbers that are not whole numbers (1, 2, 3 etc.). The preferred way to represent these partial numbers (rational
More informationSimplifying Improper Fractions Poster
Simplifying Improper Fractions Poster Congratulations on your purchase of this Really Good Stuff Simplifying Improper Fractions Poster a reference tool showing students how to change improper fractions
More informationUnit 11 Fractions and decimals
Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;
More informationUnit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
More informationMental Computation Activities
Show Your Thinking Mental Computation Activities Tens rods and unit cubes from sets of baseten blocks (or use other concrete models for tenths, such as fraction strips and fraction circles) Initially,
More informationSequential Skills. Strands and Major Topics
Sequential Skills This set of charts lists, by strand, the skills that are assessed, taught, and practiced in the Skills Tutorial program. Each Strand ends with a Mastery Test. You can enter correlating
More informationThe GMAT Guru. Prime Factorization: Theory and Practice
. Prime Factorization: Theory and Practice The following is an ecerpt from The GMAT Guru Guide, available eclusively to clients of The GMAT Guru. If you would like more information about GMAT Guru services,
More informationStudents will be able to simplify and evaluate numerical and variable expressions using appropriate properties and order of operations.
Outcome 1: (Introduction to Algebra) Skills/Content 1. Simplify numerical expressions: a). Use order of operations b). Use exponents Students will be able to simplify and evaluate numerical and variable
More informationMaterials: Studentpaper, pencil, circle manipulatives, white boards, markers Teacher paper, pencil, circle manipulatives, worksheet
Topic: Creating Mixed Numbers and Improper Fractions SOL: 5.7 The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems
More informationMultiplying Fractions
. Multiplying Fractions. OBJECTIVES 1. Multiply two fractions. Multiply two mixed numbers. Simplify before multiplying fractions 4. Estimate products by rounding Multiplication is the easiest of the four
More informationCalculation Policy Fractions
Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard  CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
More informationWelcome to Basic Math Skills!
Basic Math Skills Welcome to Basic Math Skills! Most students find the math sections to be the most difficult. Basic Math Skills was designed to give you a refresher on the basics of math. There are lots
More informationMy Math Chapter 8 Lesson 3. Use the two pictures below to answer the questions. Engage NY Lessons 5.4 (Appendix C)
7 Flex Day (Instruction Based on Data) Recommended Resources: Decomposing Fractions Pizza Share Give Em Chocolate 8 Use cuisinaire rods and tape diagrams to model equivalent fraction values. Determine
More information