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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, 2017Subjet: !at #o$i: %ntroduin& 'rations (rade: )
t
&rade Len&t of Lesson: )* minutes +%ntrodution -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 Oerations - Fractions
bjetie:
! # $%E&lain why a fraction a'b is e(uivalent to a fraction )n * a+')n * b+ by using visual fraction models, with attention to how the number and size of the arts differ even thoughthe two fractions themselves are the same size se this rincile to recognize and generate e(uivalent fractions
S$eifi bjetie:
.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 ods/:
0ntroducing Fractions
!aterials:
.tris of aer !ath E&ressions 1oo2 3age 4#5, 4#6 and 4#7 in math wor2boo2
Diret %nstrution:
/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 reresents the 9whole: and that the numerator reresents 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&amle %'6 the % is
reresenting % arts of the 6 /he % reresents % units of the 6 )which is the whole+
(uided Pratie:
/eacher will8.te $8 ;ive all students the same stri of aer .te %8 E&lain to students that this is $ whole .te 48 Have students fold the aer 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 aer 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&amles 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 Pratie:
.tudents will comlete $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 indeendent ractice of $% %@
Lesson 4efletion:
.tudents grased concet well /hey were a little confused at first but the lesson ended well
Daily Lesson Plan Name: Pam Hatfield Date: 'ebruary 1, 2017Subjet: !at #o$i: 'ration Partners (rade: )
t
&rade Len&t of Lesson: )* minutes +%ntrodution -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 Oerations - Fractions
bjetie:
! # $%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 rincile to recognize and generate e(uivalent fractions
S$eifi bjetie:
.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%
Diret %nstrution:
/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 Pratie:
/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 Pratie:
>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 indeendent ractice of $% %@
Lesson 4efletion:
!uch better today .tudents are starting to really gras 0 e&lained how to do this with the bar grahs and ie grahs and the students really made rogress in understanding
Daily Lesson Plan Name: Pam Hatfield Date: 'ebruary 2, 2017

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