Bean Recipes

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Objective

SWBAT add two mixed numbers, subtract a mixed number & a fraction, & evaluate the reasonableness of an answer.

Big Idea

Help make the bean stew recipe tasty!

Warm Up

10 minutes

To review mixed numbers, we work with Study Jams website, Adding & Subtracting Mixed Numbers. I click on "step by step", and it walks us through a visual example about hiking wherein mixed numbers are added. It is very interactive, colorful, and engaging. There are four "steps", and then the answer.

This varies the instruction the students receive from me. A different tone of voice, the almost comic like format and the different tone of voice leave an impression upon students of learning and fun in a new light.

Guided Practice

20 minutes

We're ready to tackle the Two Bean Stew Problem!

In a) I suggest that students use benchmark fractions to help them solve the problem.

In b) I encourage a discussion on how to use equivalent fractions to solve the problem.

In c) I suggest to students that they think about what to do to explain to another student how to use equivalent fractions to add. In d) students should see that they need to use equivalent fractions to solve.

1a is using MP3, and a DOK Level 2 task; evaluate an estimate to determine its reasonableness.

1b is using MP5, and a DOK Level 2 task; Add two mixed numbers.

1c is using MP3, and a DOK Level 3 task; Explain how the procedures used help to solve the problem. 

1d is using a MP1, and a DOK Level 2 task; Subtract a mixed number and a fraction.

Independent Practice

20 minutes

For independent practice today, students try to solve A, B, and C, D for the Two Bean Burritos Problem. In addition, I asked students to hypothesize in E, what advice they should give to Amy.

This is pretty simplistic, but this is what my kids needed. They need to see a realm in increasingly difficult math problems reviewed with them over the next few weeks. This unit with do that, and review all of the objectives we've covered this year. I allow students to work by themselves for about 5 minutes, and then allow them to work with their table partners in a think-pair-share. Students have to attempt to solve this on their own, and therefore determine their weakness, and then can solicit help from a partner.

Closure

10 minutes

I used cold-calling to call upon students in order to review the answers. Students use the Share section of the think-pair-share here.