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Fractions Greater
Than One
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Plan Author: David Riddick
Date Created: 5/11/2003 10:04:44 AM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Mathematics
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Goal(s):
Students will have an understanding of different ways to show the same value
of a fraction greater than one.
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Concept(s):
Students will learn two different ways to write fractions greater than one,
Improper Fractions and Mixed Numbers.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Understanding and Organizing Subject
Matter for Student Learning
TPE: A. Making Subject Matter Comprehensible to Students
CSTP Description: Teachers exhibit strong working knowledge of subject
matter and student development. Teachers organize curriculum to
facilitate students’ understanding of the central themes, concepts, and
skills in the subject area. Teachers interrelate ideas and information
within and across curricular areas to extend students’ understanding.
Teachers use their knowledge of student development, subject matter,
instructional resources and teaching strategies to make subject matter
accessible to all students.
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• CSTP Key Element : Developing student understanding through
instructional strategies that are appropriate to the subject matter.
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 Question : help all students develop
enthusiasm for and a deep knowledge of the subject matter?
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CA- California K-12 Academic Content Standards
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• Subject : Mathematics
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• Grade : Grade Five
By the end of grade five, students increase their facility with the four
basic arithmetic operations applied to fractions, decimals, and positive
and negative numbers. They know and use common measuring units to
determine length and area and know and use formulas to determine the
volume of simple geometric figures. Students know the concept of angle
measurement and use a protractor and compass to solve problems. They use
grids, tables, graphs, and charts to record and analyze data.
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• Area : Number Sense
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• Sub-Strand 1.0: Students compute with very large and very small
numbers, positive integers, decimals, and fractions and understand the
relationship between decimals, fractions, and percents. They understand
the relative magnitudes of numbers:
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Standard 1.5 (Key
Standard): Identify and represent on a number line decimals, fractions,
mixed numbers, and positive and negative integers.
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Objective(s):
Cognitive: Students will learn improper fractions have the same value as
mixed numbers.
Observable behavior: Students will independently convert improper fractions
and mixed numbers.
Criteria: Given a Fraction handout, students will demonstrate ability to
answer fraction questions with a value greater than one, with 70% accuracy.
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Prerequisite Background Skills/Knowledge:
Students should be cognizant that a division algorithm follows these steps:
divide, multiply, subtract, compare and bring the next number down.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students write answers on paper provided.
Reading: Students read the math textbook directions, material on overhead,
and chalkboard.
Vocabulary: mixed number, improper fraction, denominator, numerator, simplest
form,
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Materials:
1) Pencil & Paper
2) Worksheets
3) Transparencies
4) Transparency pen
5) Chalk
6) Math textbook
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
During independent lesson, students who understand the lesson will be allowed
to tutor students who are struggling.
During assessment, all students must return to their seats. As students
finish, they must stay in their seats. They may write or read as they finish.
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
math to be the first volunteers to work on the chalkboard.
The class is already divided in half. I call on students from both sides of
the class to duel one another for extra-credit points.
The problems the students will solve are an introduction to the new lesson,
and review from previous lessons.
Procedure: Body
Input:
1st: Point our standards we are working on (posted.
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they need to know, and deepen their
understanding by providing examples of a mixed number and an improper
fraction.
3rd: I will make a comparison of a fraction to a school bus. The denominator
will be the seats on the bus. The numerator will be the students who need to
ride the bus. In this example, there will be more students than seats
available on the bus. Creating an improper fraction.
4th: I will show the students their are two ways to write this improper
fraction. 1) As an improper fraction 2) An a mixed number.
5th: To promote high level and/or open-ended questions, I will ask when do we
use an improper fraction? When do we use a mixed number?
6th: I will model how to convert mixed numbers to improper fractions, and
improper fractions to mixed numbers. To keep the interest going, I will ask
for student volunteers to write and solve problems on the overhead.
4th: As students answer the problems, I will walk around the room to keep the
other students on task.
5th: I will ask for student input on how the student volunteers are answering
the questions.
Guided Practice:
I will write problems on the board, the students will work with a their table
partner to get the problem correct. Tables who work the best together will
get extra credit.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will practice their learning independently answering questions in the
text and preparing for a quiz. The quiz will be a 10 problem quiz on P. 299
Set I.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them time to process
their learning.
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Assessment:
Students will answer 10 fraction questions of a value greater than one, with
an accuracy level of 70%.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. I know the objective was achieved
because the students were able to answer the fraction questions with an
accuracy level of at least 70%.
I correctly anticipated the students would have difficulty equating improper
fractions and mixed numbers as the same value. I made visual diagrams to show
that both definitions had the same value.
On the other hand, I did not anticipate the students would have such
difficulty with the calculations of converting a mixed number to an improper
fraction. These calculations brought a great deal of confusion to the
students.
If I were to teach this lesson again, I would have given the higher achieving
students a greater opportunity to experiment with what a fraction greater
than one can represent.
Higher achieving students could make diagrams or present real world
situations in the form of a skit or commercial ad to demonstrate what a
fraction greater than one would look like in a real life situation. (Ex. A
commercial for a Pizza company offering one full pizza and a half)
The lesson was relevant and worthwhile for the students because it gave them
insight of what a fraction greater than one represents. In the future, I will
enhance the lesson by allowing the high achieving students the opportunity to
create math reasoning scenarios. I believe this will allow me to meet the
standard for Understanding & Organizing Subject Matter for Student
Learning. I want to help all of my students develop enthusiasm for and a deep
understanding of fractions greater than one.
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