Module 5 Lesson 8
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This document outlines a math lesson on representing fractions as parts of a whole on a number line. The lesson includes fluency practice identifying fractions, an application problem involving spending parts of money, and three concept development problems decomposing fractions like 1/4 and 1/5 using number bonds. Students work in pairs on the concept problems and compare their number bonds to a sprint worksheet. The lesson concludes with a problem set, debrief, and exit ticket to assess understanding.
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This document provides lesson plans and materials for teaching multiplication and division using units of 4. It includes fluency practice dividing by 3 through timed sprints. Concept development uses arrays and tape diagrams to model and solve multiplication problems using skip counting and grouping with units of 4. Students complete a problem set and exit ticket to assess their understanding.
4th grade multi.div word problems and fractions pd
Here are some key methods for generating and explaining equivalent fractions:
- Using a visual model like a number line, fraction strips, or area model to show that fractions representing the same quantity or portion are equivalent.
- Using the definition of a fraction to explain that equivalent fractions have the same value since they represent the same parts out of the whole.
- Generating equivalent fractions algebraically by multiplying/dividing the numerator and denominator by the same quantity.
- Explaining that equivalent fractions can be used interchangeably since they name the same fractional amount.
- Having students generate equivalent fractions and explain/prove their equivalence using visual models and the definition of a fraction.
The goal is building understanding that equivalent fractions
Module 4 Lesson 2
This document provides the lesson plan and objectives for a mathematics lesson on multiplying by 4 and comparing areas of different shapes. The lesson includes group counting exercises, examples of multiplying by 4, having students practice multiplying by 4 on a pattern sheet, an application problem comparing the areas of two shapes, and conceptual development activities where students decompose and recompose a paper strip into different rectangles and compare their areas. The lesson concludes with a problem set, debrief, exit ticket, and assigning of homework.
Lesson 2
This document provides an overview of a math lesson on fractions and the number line. The lesson includes fluency practice with skip counting by 3s and 6s and multiplication. Students will partition paper strips into equal parts to represent fractions like halves, fourths, and eighths. They will identify and count unit fractions. The lesson concludes with a problem set, student debrief, and exit ticket to assess understanding of representing fractions as equal parts of a whole.
Lesson 7
This document provides lesson materials for teaching students about the commutative property of multiplication. It includes fluency practice activities with arrays, an application problem, and a concept development section where students explore how multiplication expressions remain the same even if the factors are switched based on rotating arrays. Students are asked to draw and interpret arrays, write multiplication sentences, and explain how the order of factors can be changed without changing the total.
Math module 4 lesson 13
This document provides lesson plans and materials for a math lesson on finding the area of composite shapes. It includes examples of decomposing larger shapes into rectangles to calculate their total area. Students practice breaking apart shapes, adding and subtracting areas, and solving problems with missing information. The lesson emphasizes using addition and subtraction to find the area of a composite figure after decomposing it into simpler shapes.
Module 5 lesson 5
This document outlines a math lesson plan focused on unit fractions. The lesson includes activities to practice counting by eights, writing fractional units, partitioning shapes into equal parts, and application problems involving unit fractions. The concept development section has students identify unit fractions by shading parts of wholes and writing the fractions in numeric and word form. Students work individually and with partners to demonstrate their understanding of equal partitioning and unit fractions.
Module 4 Lesson 10
This document provides the lesson plan and materials for a math lesson on using the distributive property to find the total area of a rectangle by breaking it into smaller parts. The lesson includes group counting exercises, factoring practice problems, an application problem about finding the area of a divided square, and a concept development activity where students use tiles to determine the areas and side lengths of embedded rectangles and express the total area as a sum of products using the distributive property. Students then work through practice problems and demonstrate their understanding through an exit ticket.
Module 3 Lesson 21
This document provides an overview of a math lesson on multiplying and dividing multiples of 10. The lesson includes fluency practice problems involving group counting and writing number sentences. During the concept development, students will play a multiplication flashcard game and solve word problems using tape diagrams and equations. They will also complete a problem set and exit ticket to assess their understanding.
5th grade word problems and fractions pd
This document provides information and resources for teaching fractions and word problems to 5th grade students. It includes the common core standards for fractions, learning targets, example word problems, and strategies for using bar diagrams and number lines. It also discusses key fraction concepts like equivalent fractions, addition and subtraction of fractions, and multiplication and division of fractions. Resources are provided like video links, articles, and websites to support teaching fractions.
Module 3 lesson 3
The document provides guidance for a mathematics lesson that focuses on multiplying and dividing with familiar facts using letters to represent unknown values. It includes examples of modeling word problems using tape diagrams and writing equations to solve for the unknown values, represented by letters. The lesson emphasizes using a systematic approach to represent unknowns in various positions within multiplication and division sentences.
Module 3 Lesson 17
This document outlines a lesson plan on multiplication and division facts. It includes the following sections: fluency practice involving multiplication and division problems; an application problem about the number of plants in a garden; a concept development section where students identify patterns in multiples of 9 and properties of even and odd numbers as factors; and a problem set for students to complete. The lesson teaches students to use known facts and arrays to solve more difficult multiplication problems.
Module 5 lesson 25
This document provides an overview of a math lesson on equivalent fractions. The lesson objectives are to express whole number fractions on a number line when the unit interval is 1. The lesson will include expressing whole numbers as fractions, an application problem, and a concept development activity where students partition rectangles into thirds, halves, and wholes and represent these as fractions on a number line. Students will work in pairs to label models and discuss how to write fractions when the whole is partitioned into copies of 1.
Lesson 8
This document provides the lesson plan and materials for a math lesson on multiplication and the commutative property. The lesson includes fluency practice problems, an application problem involving arrays, and two concept development problems that have students draw and manipulate arrays to demonstrate that the total and factors stay the same when the factors are switched. Students work individually and with partners during the lesson.
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4th grade multi.div word problems and fractions pd
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This document provides an overview of a lesson on equivalent fractions. The lesson objectives are to recognize and show that equivalent fractions refer to the same point on the number line. Students will partition wholes into equal parts to form unit fractions. They will also use number lines and fraction strips to identify equivalent fractions and see that they represent the same quantity. The lesson includes activities where students draw and label number lines, fold fraction strips to represent equivalent fractions, and measure equivalent fractions on a classroom number line.
Module 5 Lesson 20
This document provides lesson plans and materials for teaching equivalent fractions using area models with linking cubes or other objects. The lesson introduces equivalent fractions through examples where the shape of the whole is different, but the fractions represented are the same, such as 1/4 and 1/4. Students then complete an activity cutting shapes from a rectangle to show other equivalent fractions. Assessment includes a problem set, debrief, and exit ticket to check understanding of equivalent fractions.
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This document provides an overview of a math lesson that teaches students to compare fractions and whole numbers on a number line. The lesson begins with fluency practice drawing number bonds and stating fractions as division problems. Students then practice placing fractions on a number line. An application problem asks students to compare the lengths of peppers using a number line. During the concept development, students use a number line on the floor to place fractions in containers and compare the distances from 0. They discuss how the comparisons would change on number lines with different scales. The lesson concludes with a problem set, debrief, and exit ticket to assess understanding.
Module 5 lesson 17
This lesson teaches students to place fractions on a number line. Students will practice dividing and placing unit fractions on a number line. They will compare unit fractions and solve an application problem about the length of a black line at the bottom of a pool. The lesson closes with students generating fractions to place on number lines with specified endpoints and explaining their reasoning.
Module 5 lesson 13
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Module 5 Lesson 8
- 1. Fractions as Numbers On a Number line Module 5: Lesson 8 Objective: Represent parts of one whole as fractions with number bonds.
- 2. Fluency Practice (12 minutes) Write the fraction that is shaded. Write the fraction that is not shaded. Continue with a possible sequence that includes the following shaded or non- shaded parts: 2/3 and 1/3, 4/5 and 1/5, 9/10 and 1/10, 7/8 and 1/8.
- 3. Fluency Practice (12 minutes) Sprint: Identify Fractions (10 minutes) Sprint A: Do as many problems as you can! Sprint B: Try to get one more right than you did on Sprint A!
- 4. Application Problem (10 Minutes) Mr. Schwartz went to a coffee shop before school. He spent 1 sixth of his money on a coffee and 1 sixth of his money on a bagel with cream cheese. How much of his money did Mr. Schwartz spend before school?
- 5. Application Problem (10 Minutes)
- 6. Concept Development (28 minutes) Problem 1: Decomposing 4 into ones. • On your personal white board, write a number bond decomposing 4 into 4 ones. • Now, work with your partner to show a number bond decomposing 4 into 2 parts, one of which is composed of 3 ones. • It took 3 copies of one to make 3. What are the two parts of your number bond? Please specify the unit.
- 7. Concept Development (28 minutes) Talk to your partner about the difference between these two number bonds.
- 8. Concept Development (28 minutes) Yes! The first bond has the ones all separated. The second bond has 3 instead of 3 ones. Both bonds are different ways of showing the same number, 4. You could also show 4 as one part 2 and one part two. The first bond has more parts than the second one.
- 9. Concept Development (28 minutes) • Write a number bond decomposing 1 into 4 unit fractions. • Now, work with your partner to show a number bond decomposing 1 into 2 parts, one part of which is composed of 3 copies of the unit fraction. Problem 2: Decomposing 1 into fourths.
- 10. Concept Development (28 minutes) • What unit did we copy to make the number 3 fourths? • What are the two parts of your number bond? Please specify the unit. • Look at your Sprint B. Discuss with your partner which of figures matches your number bond. Problem 2: Decomposing 1 into fourths.
- 11. Concept Development (28 minutes) • Write a number bond decomposing 1 into 5 unit fractions. • Now, work with your partner to show a number bond decomposing 1 into 2 parts, one part of which is 2 copies of 1 fifth.. • What are the two parts of your number bond? Please specify the unit. Problem 3: Decomposing 1 into fifths.
- 12. Concept Development (28 minutes) • Look at your sprint side B. Discuss with your partner which of these wholes matches your number bond. • Yes, 3 fourths can represent either the shaded or un-shaded part. Problem 3: Decomposing 1 into fifths. Having done these three problems, you might have the students use same process to model Questions 1, 12, 28, 39, and 44 from Sprint B. Ask them to find other models on the Sprint which are represented by the same bond.
- 13. 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.
- 14. 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!
- 15. Homework 3-5 Lesson 8 Homework Worksheet Is Due Tomorrow!