Master Teacher lessons
Big Idea:
Students have opportunities to connect the different representations, including models, to make sense of equivalent fractions.
Big Idea:
In this lesson, students start to see how all the different fraction skills they have learned work together.
Big Idea:
If Ashley ate ½ pizza, Tatyana ate 1/3 of a pizza, and Tiffany ate 5/8 of a pizza, how much pizza did they eat altogether? What’s the smallest number of pizzas they ordered? How much was left? Students work to develop strategies for adding and subtracti
Big Idea:
What fraction of the section of land does each person own? Students use an area model of farmland to determine how much land each person owns.
Big Idea:
What do students already know about fractions? What gaps do students have in their understanding? Students take the fractions pretest in order to inform instruction.
Big Idea:
How would you add 2 ½ and 2/3? How would you find the difference between 2 ½ and 2/3? Students continue to develop strategies for adding and subtracting fractions.
Big Idea:
Using common denominators with fractions will help the students learn to divide fractions.
Big Idea:
How would you solve 3 ¼ - 1 5/6? What do students understand? What gaps do they have in their understanding? Students continue looking for patterns when they are adding and subtracting fractions and then they take a quiz.
Big Idea:
What have students learned during this unit? What gaps do students have in their understanding? Students take the Unit 4 test.
Big Idea:
What number sentence represents what is going on in this problem? Why? What kind of model could you create for this problem? Students review the skills they have learned throughout Unit 4.
Big Idea:
Students apply their knowledge of benchmark fractions to estimate sums and differences of fractions. They also learn how to show their thinking using number lines.
Big Idea:
During choice time, students have an opportunity to select the activities that will help to develop their mathematical fluency.
Big Idea:
This lesson will help students recognize when fractions are in simplest form.
Big Idea:
Recognizing that in order to add fractions we need to have the same denominator. The denominator represents the WHOLE and the numerator represents the BITS/PIECES.
Big Idea:
Students need to concrete models be able to see the exchange of fractions with unlike denominators.
