Grade: Lesson Title: Introduction to Fractions Date:

Strand / Curriculum Expectations Determine and explain through investigation the relationship among , fractions, decimals

and percents

What do students need to know and be able to do? (consider prior knowledge based in curriculum) represent fractions and mixed numbers percent means /100 recognize and generate equivalent fractions find common denominators decimals to 0.001 work with related tools: pictures, fraction circles, fraction towers, 100 charts

Learning GoalsContent:-relate fractional amounts including fractions, decimals and percents and use tools to represent their thinking

Process:Representing thinking: using math tools, numbers and or words

Oral Communication:

Do the math (anticipate different strategies students may try) Anticipated Consolidation Highlights and Summary (what skills does each strategy emphasize)

1. Convert all numbers to % to compare them

2. Convert all numbers to fractions to compare them

3. Calculations that show equivalent fractions e.g. x 20 20

Lesson Components Anticipated Student Responses and Teacher

Prompts / QuestionsDuring / Action / Working On It

Students work in pairs selected by the teacher on the following task:

Designing Your First Apartment

Using a 100 grid, you will be designing a floor plan for your first apartment.

Your floor plan must meet the following criteria:

Hallway 10% Kitchen 0.1 Living room 2/5 Bedroom ¼ Bathroom 15

100

Show the strategies that you used to determine the size of each room.

Success Criteria-Use the grid to show your thinking-Show your calculations-Work is organized in a way that it can be easily understood-Solution shows reasonable Layout

Scaffolding Questions How else can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer or verify your estimate?How do you know?Have you found all the possibilities? How could you arrive at the same answer in a different way?Have you checked to see that you have met the success criteria?

Before / Minds-on / Getting Started

Card Game: Who Has...?

Each trio is give two fraction cards. They are asked to discuss alternate ways to represent them.

The teacher selects cards from her “deck” and asks the class, “Who has a card that is another representation of ....” Students who believe that they have a match call out and must explain their reasoning. The teacher will prompt their thinking to make their response clear. Cards are then taped to the front board to create a chart that shoes equivalent fractions, ratios and percents.

Students asked to consider how else the numbers on their cards might be represented and to share their ideas with a partner. Teacher listening for language like “equivalent to”, “same as”...

Scaffolding Questions:

What other ways can you represent the amounts given?

How do you know?

Lesson Components Anticipated Student Responses and Teacher Prompts / Questions

After / Consolidation / Reflecting and ConnectingWhat work will be shared?What skills will be highlighted?How will connections be explicitly emphasized?

1. Converted all numbers to fractionsorConverted all numbers to percentages

2. Showed relationships between all of the numbers: (in a chart or list, used = sign, showed calculations)

3. Work is organized in a way that meaning can be made of it

4. Floor plan made sense (reasonable)

Refer back to success criteria from beginning of the Action to pose the questions below.

Scaffolding Questions:How is this solution similar or different from this one?What have you learned today?

How can you show your thinking when you are calculating equivalent fractions?

Why did your group add up all of the percents? What did you learn from doing that?

Peer Assessment:

What evidence do you see that this group...?

Self Assessment:

How did your group show....?

Consolidation Exit Card/Reflection How will we know who really learned this?Exit Card Task:

Mrs. Oliver says that the following numbers are in order from least to greatest:

0.02 ¼ 2/5 33% 0.9

Is Mrs. Oliver correct? Yes No

Explain Your Thinking

Samples of Descriptive Feedback generated for each of the three smiley face assessments:

1. You are able to identify benchmark fractions like ¼ in a variety of forms. When working with fractions that have 5 in the denominator, try to find an equivalent fraction with 10 in the denominator before looking for a hundredth.

2. You represented each of the fractions in a variety of ways. Double check your work so that when you are working with decimals you are considering the value of the 0 place holder.

3. You represented each of the fractions in various and clearly related them to each other. You are ready to work with more complex fractions.

Self Assessment: 3 happy face circles at bottom of exit card. Students to circle all three if they felt they really understood today’s work, 2 if they somewhat understood it, or 1 if they understood a little of it..

Teacher to use second set of smiley faces to give students feedback of how they did:

3 smiley faces = understood it well2=understood some of it1= understood a little of it

See descriptive feedback comments to the left.