Lesson: Properties lesson 15

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Lesson Objective

How do mathematicians name equal parts of a group?

Lesson Plan

Edward Brooke Charter School

I.                   Curriculum Standards

 

Identify and represent common fractions (unit fractions up through 1/12) as parts of wholes, parts of groups.  Place halves and quarters on the number line. [M.2.8]

 

 

 

 

II.                    The Point

 

How do mathematicians name equal parts of a group?

 

 

 

 

 III.                Materials Needed

 

      Copies of 2.10.15 Practice Problems

      Copies of 2.10.15 Math Workout

      Teacher set of plastic fraction circles and plastic fraction bars

      Counters (for modeling groups)

      Slates – optional for practice

 

 

 

 

IV.                 Lesson Outline

 

     Time:  60 Minutes

 

                        30 min. – Fractions as Parts of Groups

     15 min. – Math Workout

     15 min. -  Flexible: Mental Math/ Organizing and Interpreting Data

 

 

 

 

  V.             Learning Activities

 

1.   Fractions (30 min.)

 

            In this lesson, students work to solidify their understanding of fractions as parts of groups. 

 

Review the big ideas from Lesson 2.10.15 with students.

 

 

                          Display various quantities of counters on the board or overhead. 

 

                          Ask students to identify and represent fractional shares of counters.

 

                          Mix in examples that require students to identify and represent            fractional parts of whole objects (fraction circles and fraction bars).                                  

 

 

                          Examples:

 

 

                          Place 9 red counters and 3 blue counters on your desk.        

 

                                        

 

                       
   
             
               
 
 

 

 

 

 

                                What fraction of the counters are red?

 

                                What fraction of the counters are blue?

 

 

                          Now place 12 counters that are all the same color on your desk. 

 

                                    If 3 people divide up the counters equally/fairly, how many will                        each person get?   What fraction describes their share?

 

                                    If 4 people divide up the counters equally/fairly, how many will                         each person get?   What fraction describes their share?

 

                                    If 6 people divide up the counters equally/fairly, how many will                         each person get?   What fraction describes their share?

 

                                    If 2 people divide up the counters equally/fairly, how many will                         each person get?   What fraction describes their share?

 

                                    If 12 people divide up the counters equally/fairly, how many will                      each person get?   What fraction describes their share?

 

      

 

 

 

 

 

 

 

 

c.   Students complete part (or all) of 2.10.15 Practice Problems as      guided or independent practice.

 

         There are 6 pages of problems with increasing difficulty.  You might begin by having most students work on the first three pages and assess their understanding before asking them to complete pages 4-6.

 

 

 

 

       2.  Math Workout (15 min.)

 

 Students complete 2.10.15 Math Workout.          

 

 

 

 

 

 

3.  Mental Math (10 min.)

 

 Feel free to use this time for a Mental Math session or for a mini-                     session on organizing and interpreting data.  (See “Possible                            Calendar Math Plan) You can use Calendar Math time to teach                whichever standard you choose not to teach here.

 

Lesson Resources

2.10.15.doc  
36
2.10.15 Practice Problems.doc  
59
2.10.15.WO.doc  
44

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