Lesson: Simplify Fractions

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Lesson Objective

SWBAT simplify fractions.

Lesson Plan

 

 

AIM: 

Element/Time

Teacher

Student expected response

Do Now

(8:30 – 8:40)/(10:00 –10:10)

·         Walk around and check students do now responses or HW – remediate as necessary.

·         PLAY MUSIC??? 

·         Come in silently, begin work right away

·         Work on 2-4 spiraled review problems

·         Work on Mental Math

·         Check HW when finished

·         Read/Study if finished early

HW Check

·         Allow students to check both homework assignments by placing answers on the board

·         Check and remediate student HW

 

 

Mental Math

(8:40 – 8:50) /(10:10 – 10:20)

Review 1 – 2 strategies for mental math

Read string of problems for mental math

·         Share strategies and answers for mental math

·         Mentally calculate long string of numbers focusing on fact fluency

Mini Lesson

(8:50 – 9:25)/(10:20 – 10:55)

Opening/Hook:

·         What does it mean if two fractions are equivalent?

Intro:

·         Today we are going review a little bit by going back to working with fractions. 

·         As we know every fraction has an infinite number of fractions that are different names for the same amount. 

·         However, every fraction only has one fraction that is the “simplest form” of the fraction.  Today we are going to work on two different ways to simplify fractions.  Just so you know some people call this reducing fractions (label)

·         Clarify that a simplified or reduced fraction is the same amount – it is equivalent!!

 

Station Teaching (groups will be boys and girls??)

Robin:  Teach reducing fractions using prime factorization

Notes:

·         First find the prime factorization of the numerator and the denominator.

·         Then cross out whatever they share

·         Multiply whatever is left on the top and bottom – and you have your fraction that you have left is your simplified fraction.

·         Model example: 

 =  =

 

Ivory:  Simplifying using GCF

·         Find the GCF of numerator and denominator

·         Divide both the numerator and the denominator by the GCF

·         Model example:

 ÷    =

                       GCF

Guided:

·         Students write down the method that they find the easiest to do. 

·         Discuss for students – sometimes when the numbers are familiar GCF method is easier but when the numbers are unfamiliar it is easy to use prime factorization.

·         Students use that method to simplify 3 fractions.  

Independent:

·         5- 10 simplifying fractions problems.

Closing:

·         What did we learn about today?

·         Why did we learn it?

·         What will your work look like?

·         What are some common mistakes?

 

Right is right:  They are different ways to name the same amount.

 

 

Students take notes on:

Aim:  Simplify fractions

 

Key Points:

Simplifying fractions means to make the fraction as simple as possible.

Ex: 4/8 is really ½ in its simplest form.

2 ways to simplify fractions

Prime Factorization

Divide by GCF

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4 Questions:

ü  We learned how to simplify fractions.

ü  It’s important because it will help us when we work on computing with fractions, but also because it accepted as a math rule to always right fractions in their simplest form.

ü  Work will have the prime factorization crossed out or dividing the fraction by the GCF.

ü  Forgetting that you must divide the top and bottom by the same number or not actually going all the way down to the simplest form.

Interim Review

(9:25 – 9:35)/(10:55 -11:05)

Addition Word Problems

·         Show models to students – addition means combining, putting together, joining.  When you read the following problems, ask yourself if it is doing one of these things – if yes, then it is an addition problem. 

Students will read through 5-6 word problems (some with very challenging numbers)

 

Students will ask themselves the questions – is this problem about combining, putting together or joining –

 

Students will determine if the problem is addition or something else. 

Skills Time

(9:35- 9:50) /(11:05-11:25)

Froehlich???

OOO

Kaiyonna, Ronginea, Ashley, Maurice, Tilaya

 

Ivory???

Use sticky notes to demonstrate the law of multiplying exponents with like basese

Exponents

Marlin, Anthony, Akirah, Tilaya, Sammy, Matthew

Whole Group:

·         Must Do: Menu of Problems for the Week. 

 

·         Should Do: Organize Your Math Notes, Study – Use sticky notes on your Journals to review important ideas/concepts, 

 

·         Could Do: Versatiles, Math Game Choice, Various Center Activities,

Lesson Resources

CW Simplest Form   Classwork
2,549
Exit Ticket Simplify Fractions   Assessment
1,620

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