Module 5 Lesson 12
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This document provides the lesson plan for a math lesson on representing fractions as quantities on a number line. The lesson includes fluency practice with multiplying by 9 and identifying fractional amounts greater than 1 whole. During the concept development, students work in groups with materials to represent different unit fractions and their corresponding wholes. They then explore relationships between the various fractional amounts. The lesson concludes with a problem set, debrief, and exit ticket to assess student understanding.
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This document provides the objective, activities, and lessons for a mathematics unit on comparing unit fractions and specifying the whole. The unit includes activities like skip-counting by fractions on a clock, counting by unit fractions on a number line, division problems, and application problems involving partitioning shapes into fractional parts where students draw the shapes partitioned in different ways depending on the specified whole. The lessons aim to help students understand that the unit fraction used to describe a shaded or partitioned part depends on the designated whole.
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This document provides the lesson plan for a math lesson on representing fractions as quantities on a number line. The lesson includes fluency practice with multiplying by 9 and identifying fractional amounts greater than 1 whole. During the concept development, students work in groups with materials to represent different unit fractions and their corresponding wholes. They then explore relationships between the various fractional amounts. The lesson concludes with a problem set, debrief, and exit ticket to assess student understanding.
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Module 5 Lesson 12
- 1. Fractions as Numbers On a Number line Module 5: Lesson 12 Objective: Specify the corresponding whole when presented with one equal part.
- 2. Fluency Practice (12 minutes) Sprint: Multiply by 9 (6 minutes) Sprint A: Do as many problems as you can! Sprint B: Try to get one more right than you did on Sprint A!
- 3. Fluency Practice (12 minutes) More Units Than 1 Whole (3 minutes) What’s 1 more fifth than 1 whole? Yes, 6 fifths! 2 fifths more than 1 whole? Yes, 7 fifths! Continue for possible sequence: 4 fifths, 3 fifths, one tenth, 7 tenths, 1 third, 2 thirds, 1 eighth, 5 eighths, 1 sixth, 5 sixths.
- 4. Application Problem (8 Minutes) Jennifer hid half her birthday money in the top drawer of her dresser. The other half she put in her jewelry box. If she hid $8 in her top drawer, how much money did she get for her birthday?
- 5. Application Problem (8 Minutes)
- 6. Concept Development (28 minutes) Materials: (S) Use similar materials to those used in Lesson 4 (at least 75 copies of each), 10 centimeter length of yarn, 4 inch x 1 inch rectangular piece of yellow construction paper, 3 inch x 1 inch brown paper, 1 inch x 1 inch orange square. Exploration: Designate the following stations for three students per station (more than three not suggested). Station A: 1 half and 1 fourth Station B: 1 half and 1 third Station C: 1 third and 1 fourth Station D: 1 third and 1 sixth Station E: 1 fourth and 1 sixth Station F: 1 fourth and 1 eighth Station G: 1 fifth and 1 tenth Station H: 1 fifth and 1 sixth
- 7. Concept Development (28 minutes) The students are to represent 1 whole using the materials at their station. • Note: • Each item at the station represents the indicated unit fractions. • Students are to show 1 whole corresponding to the given unit fraction. Each station includes 2 objects representing unit fractions, and therefore 2 different whole amounts. • The entire quantity of each item must be used as the fraction indicated. For example, if showing 1 third with the orange square, the whole must use 3 thirds or 3 of the orange squares.
- 8. Concept Development (28 minutes)
- 9. Concept Development (28 minutes) • (Hold up the same size ball of clay, 200 g, from Lesson 4.) This piece of clay represents 1 third. What does 1 whole look like? Discuss with your partner. • After discussion, model the whole as 3 equal lumps of clay (600 g). • (Hold up a 12 inch by 1 inch yellow strip.) This strip represents 1 fourth. What does 1 whole look like? • (After discussion, model the whole using 4 equal strips laid end to end: 48 inches.) • (Show a 12oz cup of water.) This cup represents 1 fifth. What does the whole look like? What if it represents 1 fourth? (Measure the 2 quantities into 2 separate containers.)
- 10. Concept Development (28 minutes) Give the students five minutes to create their display. Next, conduct a “museum walk” where they tour the work of the other stations. As they tour, students should identify the fractions and think about the relationships they are seeing. Use the following points to guide student thinking. • Identify the unit fraction. • Think about how the whole amount relates to your • own and to other whole amounts. • At 1 station, think about how the 2 whole amounts relate to each other. • Compare the yarn to the yellow strip. • Compare the yellow strip to the brown paper.
- 11. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Debrief (10 minutes) Let’s review your solutions for the problem set.
- 12. Exit Ticket (3 minutes) This is where you are going to show us that you understand what we learned today! We will learn if you are ready for the next lesson!
- 13. Homework 3-5 Lesson 12 Homework Worksheet Is Due Tomorrow!