fraction unit plan

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Daily Lesson Plan Name: Pam Hatfield Date: January 31, 2017 Subject: Math Topic: Introducing Fractions Grade: 4th grade Length of Lesson: 45 minutes ` Introduction (Essential Question): How do we recognize real-world uses of fractions? How do we understand the functions of numerators and denominators? How do we use fractions in our d
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  Daily Lesson Plan Name: Pam Hatfield Date: January 31, 2017Subjet: !at #o$i: %ntroduin& 'rations (rade: ) t  &rade Len&t of Lesson: )* minutes +%ntrodution -ssential .uestion/:  How do we recognize real-world uses of fractions? How do we understand the functions of numerators and denominators? How do we use fractions in our daily lives? What is a numerator and denominator? Standard: Early Learning Foundation luster:  Number and Oerations - Fractions   bjetie: ! # $%E&lain why a fraction a'b is e(uivalent to a fraction )n * a+')n * b+ by using visual fraction models, with attention to how the number and size of the arts differ even thoughthe two fractions themselves are the same size se this rincile to recognize and generate e(uivalent fractions S$eifi bjetie: .tudents will understand how we use fractions in real-world uses /hey will understand what a numerator and denominator are as well as their functions and how we use those fractions in our daily lives !et ods/:  0ntroducing Fractions !aterials: .tris of aer !ath E&ressions 1oo2 3age 4#5, 4#6 and 4#7 in math wor2boo2  Diret %nstrution: /eacher will8.te $8 e&lain that we use fractions every day .te %8 Write down n'd on the board .te 48 E&lain that the number on to of the fraction is the 9numerator: and the number on the bottom is the 9denominator:.te #8 E&lain that the denominator reresents the 9whole: and that the numerator reresents the 9unit: or the arts that the whole is divided into .te 58 E&lain that the numerator describes the art of the whole E&amle %'6 the % is  reresenting % arts of the 6 /he % reresents % units of the 6 )which is the whole+ (uided Pratie: /eacher will8.te $8 ;ive all students the same stri of aer .te %8 E&lain to students that this is $ whole .te 48 Have students fold the aer in half E&lain that there are now % < ieces of our whole .o the % will be the denominator and  because there is $ unit to each side, $ is our numerator .o the fraction will be <.te #8 Now have students fold the aer into 4 e(ual ieces E&lain that now there are 4 ieces so the 4 will be our denominator and  because there are e(ual sections of the 4 arts, the fraction will loo2 li2e this $'4 =o more e&amles if necessary .te 58 Have students turn to age 4#5 in their wor2boo2s se e&ercises $-$$ to allow students to ractice adding unit fractions and identifythe total .te 68 >s2 for volunteers and wor2 $-$$ out together   %nde$endent Pratie: .tudents will comlete $4  %@ on their own Differentiation: For students who have difficulty, 0 will wal2 around the room and assist one on one Lesson losure: Alosure of lesson, 0 will reca how we use fractions in real-world uses 0 will reca what a numerator and denominator are as well as their functionsand how we use those fractions in our daily lives ssessment: 0 will use our guided ractice with $-$$ as well as the students indeendent ractice of $%  %@ Lesson 4efletion: .tudents grased concet well /hey were a little confused at first but the lesson ended well   Daily Lesson Plan Name: Pam Hatfield Date: 'ebruary 1, 2017Subjet: !at #o$i: 'ration Partners (rade: ) t  &rade Len&t of Lesson: )* minutes +%ntrodution -ssential .uestion/:  How do we find airs of li2e fractions with a sum of $? How do we build fractions by combining unit fractions? Standard: Early Learning Foundation luster:  Number and Oerations - Fractions   bjetie: ! # $%E&lain why a fraction a'b is e(uivalent to a fraction )n * a+')n * b+ by using visual fraction models, with attention to how the number and size of the arts differ even thoughthe two fractions themselves are the same size se this rincile to recognize and generate e(uivalent fractions S$eifi bjetie: .tudents will understand how we find airs of li2e fractions with a sum of $ .tudents will understand fraction artners as well as understand adding fraction artners to ma2e $ whole !ethod)s+8 Fraction 3artners !aterials: !ath E&ressions 1oo2 3age 45$ and 45% Diret %nstrution: /eacher will8.te $8 E&lain that today we are going to tal2 about fraction artners of $ whole .te %8 E&lain that fraction artners are two fractions with li2e denominators whose total is $ whole (uided Pratie: /eacher will8.te $8 Have students to turn to age 45$ in their wor2boo2s .te %8 Bead and discuss roblem $ with students find all the airs of fifths that total 5'5 or $ whole .te 48 E&lain that adding fractions with li2e denominators involves adding only the numerators .te #8 E&lain when the numerator e(uals the denominator, the total is $ whole   $'5$'5$'5$'5$'5   $'5 C #'5 D 5'5 D $ WHOLE  %nde$endent Pratie: >llow students to do %  $# on their own Differentiation: For students who have difficulty, 0 will wal2 around the room and assist individually Lesson losure: Alosure of lesson, 0 will reca how we find airs of li2e fractions with a sum of $ and how adding fraction artners to ma2e $ whole ssessment: 0 will use our guided ractice with $-$$ as well as the students indeendent ractice of $%  %@ Lesson 4efletion: !uch better today .tudents are starting to really gras 0 e&lained how to do this with the bar grahs and ie grahs and the students really made  rogress in understanding Daily Lesson Plan Name: Pam Hatfield Date: 'ebruary 2, 2017
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