The document provides an outline for a lesson on adding and subtracting fractions with like denominators. It includes an opening activity to review fraction equations, modeling addition and subtraction of fractions, guided practice with fraction problems and notes, independent practice with word problems, and an exit ticket asking students to explain how to add or subtract fractions to their parents. Key vocabulary and strategies like common denominators and simplifying are discussed.
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.RP.A.3.D Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Fractions represent equal parts of a whole or a collection.
Fraction of a whole: When we divide a whole into equal parts, each part is a fraction of the whole.
This has been done strictly to appease politicians in Tallahassee, AND to hopefully lighten the load on other Florida math teachers. Please feel free to make amendments and send me comments on any improvements that would help us all!
Proper; Improper & Mixed Number FractionsLorenKnights
How many equal parts of a whole. We call the top number the Numerator, it is the number of parts we have.
We call the bottom number the Denominator, it is the number of parts the whole is divided into.
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.RP.A.3.D Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Fractions represent equal parts of a whole or a collection.
Fraction of a whole: When we divide a whole into equal parts, each part is a fraction of the whole.
This has been done strictly to appease politicians in Tallahassee, AND to hopefully lighten the load on other Florida math teachers. Please feel free to make amendments and send me comments on any improvements that would help us all!
Proper; Improper & Mixed Number FractionsLorenKnights
How many equal parts of a whole. We call the top number the Numerator, it is the number of parts we have.
We call the bottom number the Denominator, it is the number of parts the whole is divided into.
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
Today’s Number Daily Math Routine Todays Number is 12.5(This TakishaPeck109
Today’s Number Daily Math Routine
Todays Number is 12.5%
(This is sometimes called “N(umber of the Day”)
Daily Math Routines are a set of 5-7 minutes math routines that are done daily. They are designed to develop number sense and other mathematical reasoning by connecting critical math concepts on a daily basis.
Next week you will be asked to share the Today’s Number Daily Math Routine with your small group. This assignment is designed to help you become an expert on the Daily Math Routine.
A. Learn about “Today’s Number”
1. Read about “Today’s Number” (Today’s number is 12.%) 5 from this handout from NCCTM. Respond to the questions below as you begin reading on page 5.
2. Give a brief overview of the Today’s Number routine.
3. How does this number routine support students in growing in their mathematical thinking?
4. What are some ways the number of the day can be presented to students in each of these settings?
d. Early Elementary
d. Later Elementary
1. How might teachers structure the Today’s Number routine for older students?
1. What does the teacher do while older students are generating their representations?
1. What are some ways in which teachers can keep an ongoing record of student responses to the Number Routine? How might these records be used by students and teachers in the future?
1. Though the number used in Today’s Number will change across grade levels, consistent use of the routine across grade levels will continue to enhance student’s number sense. What is meant by number sense? Why is number sense important?
1. What are some common models that can be used across grade levels as students participate in Today’s Number? Provide examples of each.
1. Why is it important to allow students to share their representations with each other?
1. One of the hardest parts of this number routine for teachers is knowing what to look for in student work and how to highlight important mathematical concepts. What are some common big ideas to look for when examining student work?
B. Considering Grade Level Appropriateness
Go back to Page 3 from this handout from NCCTM.and spend some time thinking about the 3 examples given.
a. 1st Grade-
i. Share 3 others ways you might anticipate 1st graders would represent 15.
ii. Label each representation with the mathematical concept they represent.
b. 5th Grade
i. Share 3 other ways you might anticipate 5th graders would represent ¾?
ii. Label each representation with the mathematical concept they represent
c. 7th Grade
i. Share 3 other ways you might anticipate 5th graders would represent -8?
ii. Label each representation with the mathematical concept they represent
C. Watch a “Today’s Number” Daily Math Routine in an Intermediate classroom.
1. Before you begin, take 1 minute to show 135 in as many ways as you can. Record you thinking below.
2. Now watch this video and respond to the prompts below.
3. What prompt did the student use for the “Today’s Number Routi ...
Similar to Adding and subtracting fractions with like denominators lesson plan (20)
Today’s Number Daily Math Routine Todays Number is 12.5(This
Adding and subtracting fractions with like denominators lesson plan
1. Tuesday, October 1, 2013
Adding and Subtracting Fractions with Like Denominators
Student Expectation:
Use addition, subtraction, multiplication and division to solve problems involving fractions and decimals
Language Objective:
Connect modeling addition and subtraction of fractions to the algorithm in our Miller Math Notes.
Opening:
Quick Start: Students will complete the worksheet on matching adding fraction equations to the visual representation.
They will be given 5 minutes to solve as many problems as they can. We will review the answers as a class for 2 minutes.
Teacher Instructions:
We will begin by reviewing modeling addition and subtraction of fractions. We will discuss ways that we can create our
own models when not given one to start with. We will then move into adding and subtracting fractions with simple
fractions that require us to simplify at the end using the I DO, We DO, You DO method. After practicing with naked
numbers, we will solve word problems using text coding and strategies taught.
Key Vocabulary:
Synonyms for adding and subtracting, sum, difference, common denominator, simplest terms, equivalence; perimeter,
simplify, regroup
Transitions/Processing Breaks:
Ask students (Stop and Jots, Think-Pair-Share, Non-Volunteer Response Questioning)
Process It: What is your tips list for solving these kinds of problems?
Stop and Jot: Compare and contrast adding and subtracting fractions. How are they similar? Different?
Guided Practice:
Students will complete the Miller Math Notes guided by the teacher and with a partner.
Independent Practice:
Students will complete the Adding and Subtracting Fractions – Measurement Connection.
Closing:
Exit Ticket: Give an example of a real world situation where you would have to add or subtract fractions. How would
you explain how to do it to your parents?
Assessment:
Questioning; teacher circulation during practice; quick write at closing
