Shade and Non-shaded Fractions Using 5E
1 .1 ENGAGE- COMPLETE SMARTNOTEBOOK ACTIVITY ON FRACT\IONS
1. Show mini lesson on Smart Notebook and have students complete the interactive activities as a class. For this activity a mini review lesson on previous foundation for todays lesson will be used for students to build new concepts on. The teacher will ask questions such as: What is a fraction?, What is the word for the bottom number of a fraction?, What does the denominator stand for?, What is the word for the top number of the fraction?, and What does the numerator stand for? Questions are asked to see if students could recall previous knowledge from prior lessons.
2. Show students examples of fractions pertaining to shaded and non-shaded equal parts of objects using the Smart Board. Explain and demonstrate how to shade in fractions to represent specific fractions (Ex. 3/6th, 2/6th...).
3. Show students how to do interactive activities on the Smart Notebook.
4. Provide examples of a variety of shaded and non-shaded fractions for students to represent on the Smart Board (Ex. 1/5th, 4/5th, 2/3rd...).
1. On the Smart Board show the difference between the numerator (red) and the denominator (blue) using the Smart Board Pens.
2 .2 EXPLORE- HANDS ON ACTIVITY AND WORKSHEET
Students will be handed worksheet and linking cubes to complete fractions. Create work sheet using the link here.
2. This activity will allow students to explore how fractions are represented as a whole, represent the shaded/non-shaded region of a shape by fractions, and reinforce the numerator and denominator.
3. The color-coded linking cubes are represent the shaded/non-shaded pieces of fractions. The worksheet will assist students in the manipulation of fractions when answering questions.
4. After demonstrating now to complete the task, the teacher will rotate across the room keeping students on tasks and assisting students who may need help in applying the new knowledge.
1. Follow the instructions on the worksheet and use the linking cubes for each question by showing each fraction for each question.
2. For each picture write the fraction for the shaded area on the left and non-shaded area on the right.
3 .3 EXPLAIN- USING MATH LANGUAGE
1. Throughout this unit and this lesson, the teacher will begin to introduce the vocabulary needed to tell the parts of the fractions. The key vocabulary words include words such as: fraction, denominator, divisor, numerator, whole number, and more.
2. Students will be encouraged to use this new terminology when discussing fractions.
3. When students are given their activity, the teacher will demonstrate how to get different shaded and non-shaded fractions using the linking cubes.
4. Have students create a new number operation "spelling list" relating to vocabulary on fractions located on SpellingCity. SpellingCity vocabulary activities will be completed throughout the week.
1. Use math terminology/ math language when working on activity.
2. Log into SpellingCity link using your own accounts and create spelling list for this week. Complete vocabulary activities throughout the week.
4 .4 ELABORATE- FRACTIONS FOR SHADED AND NON-SHADED SHAPES
1. When students are working on the exploration activity, the teacher will explain to students the purpose of the activity is to model part-whole relationships.
2. Have students complete the assigned Mathletics activity at home. Use this link.
1. Log into Mathletics link using your own accounts and complete the shaded fraction assignment.
5 .5 EVALUATE- EXIT SLIP FOR SHADED AND NON-SHADED FRACTIONS
1. Have students create a new "sticky" with their name answering questions on pinup, from the teachers "exit ticket sticky" located on the canvas. Have students complete this task on iPads using the pin-up application.
2. Teacher can monitor this in "Google My Classroom" application set up at the beginning of the year. The teacher can see all the responses to the "exit slip", students that need help, and students who are struggling with the questions. This determines the mastery of the concepts discusses in this lesson formatively. This will give you immediate information on what concepts students mastered formatively.
3. See student directions for "exit slip sticky".
1. Log into an iPad with personal usernames and passwords.
2. Open Google Chrome browsers and put the URL address for pinups in the browser search box.
3. Add your own "sticky" to the canvas and complete the questions formatively.
Key Standards Supported
Number And Operations—Fractions
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.
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
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.
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.
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
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.
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.
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.