1 Hook/Attention Getter
Review the questions from the post-it notes that students left on the board from the previous day's lesson. (10 minutes)
We're going to start off the day by reviewing the post-it note questions that you had from yesterday.
Now that we have reviewed all the questions, are there any additional questions that we would like to review before starting our fun activity for the day?
2 Direct Instruction
Explain the QR Code Reader app and how students will use it to match fractions.
Have iPad hooked up to Smartboard to show a visual example to the class.
Now that we have reviewed all questions about fractions, you are going to have a chance to match QR codes to your worksheet.
Your worksheet has shapes and fractions listed on it. When you scan a QR code, you will have to match the fraction with the shape on your worksheet. You will also list the QR number on your worksheet.
Let's all take a look at the Smartboard as we work through an example together.
Are there any questions on how the QR match game is going to work?
If not, please take our your iPads, grab a worksheet, and get started.
3 Independent Practice
Observe students using the QR Code Reader app. Give students 20 minutes to work through the worksheet.
You now have 20 minutes to complete your worksheet along with the QR Code Reader app.
Take the last 10 minutes of class to review answers for the QR Code Reader worksheet.
Scan codes and display on Smartboard so that students can see the answers.
Let's all come back together and discuss the answers that you came up with. Please get out your red pens and check your work as we scan the codes on the Smartboard so that you can see your answers.
Key Standards Supported
Number And Operations—Fractions
|3.NF: Develop Understanding Of Fractions As Numbers.|
|3.NF.1||Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.|
|3.NF.2||Understand a fraction as a number on the number line; represent fractions on a number line diagram.|
|3.NF.2.a||Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.|
|3.NF.2.b||Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.|
|3.NF.3||Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.|
|3.NF.3.a||Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.|
|3.NF.3.b||Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.|
|3.NF.3.c||Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.|
|3.NF.3.d||Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.|
|4.NF: Extend Understanding Of Fraction Equivalence And Ordering.|
|4.NF.1||Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.|
|4.NF.2||Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.|