math unit lesson plans

Math Unit Lesson Plans

Weeks 6-8

10.1: Using Models to Compare Fractions – Same DenominatorDate: Friday, February 8, 2013

Standards:

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use models and quantitative reasoning to compare fractions with the same denominator.

Materials: ActivBoard, ActiView, netbook, pencil, paper/math spiral notebook, math book, equity sticks

Engagement: “Today, we’re moving right along and beginning topic 10, which is on fraction comparison and equivalence. Before we dive into our first lesson, I want to get an idea of what we might already know about fraction comparison and equivalence.”

Procedures:

“To find out what you already know, I have a pretest for us to take. I know, it has the word test in it, but it’s not going to be for a grade. These are questions you may not have seen before, so it wouldn’t be fair for me to record your grade. Instead, I’m going to use it to see what lessons we can spend less time on, and what we might need to spend more time on.”

“Just because it isn’t graded doesn’t mean you shouldn’t try your best. We’re not going to spend all day on this, though. I’ll give us about 20 minutes to take this pretest. When we get back from lunch, we’ll take a few minutes to finish. If you finish before, go ahead and pull up the learning bridge.”

After time is up, pull up the learning bridge and review it with students.o “How can you compare the fractions? One way we can compare them is to draw a

picture like they have. I can see they have the same denominator, and I can see what parts are green.”

o “You can use fraction strips. What they did was take the whole, which is the big, red strip with a 1 on it. These 4/6 represent the 4/6 green parts of the first scarf; these 2/6 represent the 2/6 of the green parts on the second scarf.”

o “How do the fraction models of 4/6 and 2/6 help you solve the problem?” We’re looking to compare the fractions to see which is greater. Lining them up helps us to see which is greater.

o “So, which fraction is greater, 4/6 or 2/6?” 4/6 because they have the same denominator and we compare the numerators. The larger numerator is greater.

Closure: “Fridays are always a little bit crazy, so that’s all we are going to have time for. We’re going to do the guided practice and quiz for this on Monday.”

Assessment: Student participation, observation, equity sticks, pretest, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.2: Using Models to Compare Fractions – Same NumeratorDate: Monday, February 11, 2013

Standards:

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use models and reasoning to compare fractions with the same numerator.

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks

Engagement: “Friday, we learned how to use fractions strips to compare fractions with the same denominator. Today, you will use fraction strips to compare fractions that have the same numerator.”

Procedures:

Review the Daily Common Core with students at their desks. Have students come to the carpet with their math notebooks.

o Draw attention to the problem on the board; read it aloud, underline important information.

o Have students turn and talk to their neighbor about the answer. Use equity sticks to call on three students to share their answers.

o Draw attention to the fraction strips drawn on the board. Have students recall what fractions we are comparing and what fractions are on the board; label the fractions.

o Color in the appropriate amount of fractions. Ask which is longer, which is shorter. o Ask who has eaten more vegetables and why.o Ask which fraction is LESS 2/4 or 2/3. Explain.

Have students pull up the learning bridge.o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice. o Have students record answers in their math notebookso Step through numbers 1-4 with students.

o Use equity sticks to ask student answers. Students do the Quick Check on paper.

o After quick check, students put pencils away and use colored pencils to check their work

o Students record scores on sticky notes as usualo If students score less than a 5/5, independent practice 5-9 on page 248.o Monitor work completion and review answers to 5-9.

Closure: “If two fractions have the same numerator, the fraction with the lesser denominator is the greater fraction. In this lesson, you learned how to use models to compare fractions with the same numerator.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.3: Comparing Fractions Using BenchmarksDate: Tuesday, February 12, 2013

Standards:

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use benchmark numbers to compare fractions with the same numerator or the same denominator.

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks, fraction strips

Engagement: “You know how to compare fractions with the same denominator and fractions with the same numerator. Today, you will learn how to compare fractions using benchmark numbers.”

Procedures:

Review the Daily Common Core with students at their desks. Have students turn to a new page in their math notebooks.

o Distribute fraction strips to students. Have students pull out the whole, thirds, fourths, and eighths.

o Draw attention to the fractions on the board.o Pull out the whole, explain that it is a whole. Pull out the thirds. Have students

place the thirds under the whole. Ask which fraction with 3 as the denominator is closer to 0 than 1.

o Move the thirds and replace them with fourths. Ask what fraction with 4 as the denominator is closer to 0 than 1.

o Move the fourths and replace them with eighths. Ask what fraction(s) with 8 as the denominator is closer to 0 than 1.

o Make a list on the board of all the fractions that are closer to 0 than 1.o When you compared these fractions, what did you notice? They are all less than

1/2.o Ask which is greater: 2/4 or 2/3. Explain.

Have students pull up the learning bridge.o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice.

o Have students record answers in their math notebookso Step through numbers 1-6 with students.o Use equity sticks to ask student answers.

Students do the Quick Check on paper.o After quick check, students put pencils away and use colored pencils to check their

worko Students record scores on sticky notes as usualo If students score less than a 5/5, independent practice 7-12-9 on page 250.o Monitor work completion and review answers to 7-12.

Closure: “Fractions can be compared to each other by comparing them to benchmark numbers, such as 0, ½, or 1. In this lesson, you learned how to use benchmark fractions to compare fractions.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.4: Comparing Fractions on the Number LineDate: Wednesday, February 13, 2013

Standards:

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use number lines to compare fractions with like denominators or like numerators.

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks

Engagement: “You have already learned how to use a number line to compare whole numbers. Today, you will learn how to use a number line to compare fractions.”

Procedures:

Students take the timed multiplication test. Review the Daily Common Core with students at their desks. Have students come to the carpet with their math notebooks.

o Draw attention to the problem on the board; read it aloud, underline important information.

o Have students turn and talk to their neighbor about the answer. Use equity sticks to call on three students to share their answers.

o Ask students what they already know about number lines (the number gets greater as it goes to the right)

o Mark the number line into fourths. Ask a student where 1/4 is on the number line; 3/4. Ask which is greater.

o Point out that the further to the right on a number line, the greater the fraction.o Ask students to use a number line to show which is greater, 2/4 or 2/3. Use equity

sticks to have students answer. Have students pull up the learning bridge.

o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice. o Have students record answers in their math notebookso Step through numbers 1-5 with students.o Use equity sticks to ask student answers.

Students do the Quick Check on paper.o After quick check, students put pencils away and use colored pencils to check their

worko Students record scores on sticky notes as usualo If students score less than a 5/5, independent practice 6-9 on page 253.o Monitor work completion and review answers to 6-9.

Closure: “You can compare two fractions by marking their location on a number line. A number to the right of the number line is the greater number. In the lesson, you learned that when you locate fractions on a number line, the greater fraction is further to the right.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist, timed test

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.5: Finding Equivalent FractionsDate: Thursday, February 14, 2013

Standards:

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.b.: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Objectives:

Students will be able to use models to find equivalent fractions

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks, fraction strips

Engagement: “You know how to name whole numbers in many different ways. Today, you will learn different ways to name the same parts of a whole.”

Procedures:

Review the Daily Common Core with students at their desks. Have students turn to a new page in their math notebooks.

o Distribute fraction strips to students. Have students pull out fourths, sixths, eighths.o Ask students to show 3/4 length of the sidewalk.o Ask students how they would know if a fraction with a denominator of 8 could name

the same length. Line eighths up under the fourths. Ask how many eighths have the same length. Ask what fraction with the same denominator of 8 names the same length as 3/4.

o Ask how you can tell if a fraction with the denominator of 6 would have the name the same length as 3/4. Try it; ask if there is one and how they know.

o Ask what another fraction name for 3/4 is that we showed with our fraction strips. Write it on the board. Fractions that name the same part are equivalent fractions.

Have students pull up the learning bridge.o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice. o Have students record answers in their math notebookso Step through numbers 1-6 with students.o Use equity sticks to ask student answers.

Students do the Quick Check on paper.

o After quick check, students put pencils away and use colored pencils to check their work

o Students record scores on sticky notes as usualo If students score less than a 5/5, independent practice 7-19 on page 256.o Monitor work completion and review answers to 7-19.

Closure: “The same fractional amount can be represented by an infinite set of different, but equivelant fractions. The simplest form of a fraction is a fraction with a numerator and denominator that can no longer be divided by the same divisor, except 1. In this lesson, you learned how to find different fractions to name the same part of a whole and how to find the simplest form of a fraction.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

Quiz: 10.1-10.5Date: Friday, February 15, 2013

Standards:

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.b.: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use models and quantitative reasoning to compare fractions with the same denominator.

Students will be able to use models and reasoning to compare fractions with the same numerator.

Students will be able to use benchmark numbers to compare fractions with the same numerator or the same denominator.

Students will be able to use number lines to compare fractions with like denominators or like numerators.

Students will be able to use models to find equivalent fractions

Materials: Pencil, paper/math spiral notebook, test, fraction strips

Engagement: “So far in Topic 10, we’ve looked at comparing fractions with the same numerator, the same denominator, using benchmarks, and finding fractional equivalence. Today, we’re going to take a quiz on 10.1 through 10.5 to see how much we have learned.”

Procedures:

Distribute quizzes and review pages. After students complete the quiz, review commonly missed questions or problem questions. Math intervention with struggling students during this time or as students finish their

quizzes.

Closure: “We covered a lot in Topic 10 so far and you guys have done a great job. We’ll start Monday’s math with fractional equivalence on a number line.”

Assessment: Student participation, observation, equity sticks, homework, quiz, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.6: Equivalent Fractions and the Number LineDate: Monday, February 18, 2013

Standards:

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.b.: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

Objectives:

Students will be able to use number lines to find equivalent fractions.

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks, fraction strips

Engagement: “You know how to identify the fraction that names a point on the number line, such as 3.8 or 5/6. Today, you will learn that each fraction represents one point on the number line, but that point can have more than one fraction name.”

Procedures:

Have students turn to a new page in their math notebooks.o Draw attention to the problem on the board; read it aloud, underline important

information.o Have students fold the paper into fourths; draw the fourths. Do the same for

eighths. Have them shade it in the correct color and label the strips.o Have students draw a number line. Mark 0 and 1 as the whole numbers.o Have students put tick marks on each crease in their paper. Label the fourths;

eighths.o Ask where 1/4 and 2/8 are located on the number line. Ask how they know they are

on the same point.o Ask students what other fractions can name 2/4 on the number line.

Have students pull up the learning bridge.o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice. o Have students record answers in their math notebookso Step through numbers 1-4 with students.o Use equity sticks to ask student answers.

Students do the Quick Check on paper.o After quick check, students put pencils away and use colored pencils to check their

worko Students record scores on sticky notes as usualo If students score less than a 5/5, independent practice 5-8 on page 258.o Monitor work completion and review answers to 5-8.

Closure: “There are many fraction names for each point on a number line. These points can be used to name equivalent fractions. In this lesson, you learned that two fractions are equivalent when they are located at the same point on a number line.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.7: Whole Numbers and FractionsDate: Tuesday, February 19, 2013

Standards:

3.NF.3.c.: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Objectives:

Students will be able to use fraction strips and number lines to find fraction names for whole numbers.

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks, fraction strips

Engagement: “You have learned that equivalent fractions name the same point on a number line. Today, you will learn that whole numbers have many equivalent fraction names. Suppose 4 friends get a large sub sandwich to share. They cut it into 4 equal pieces. How much does each person get? If each friend eats one piece, how many 1/4 pieces have been eaten? How much of the sandwich has been eaten?”

Procedures:

Review the Daily Common Core with students at their desks. Have students turn to a new page in their math notebooks.

o Draw attention to the problem on the board; read it aloud, underline important information.

o Have students turn and talk to their neighbor about the answer. Use equity sticks to call on three students to share their answers.

o Ask students how many pieces of pie there were in all. Ask how many she ate. What fraction names how much of the pie he ate during the week? How much was left after he ate 6 pieces? So, he ate 1 whole pie. 6/6 is equal to 1.

Have students pull up the learning bridge.o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice. o Have students record answers in their math notebookso Step through numbers 1-6 with students.o Use equity sticks to ask student answers.

Students do the Quick Check on paper.o After quick check, students put pencils away and use colored pencils to check their

worko Students record scores on sticky notes as usual

o If students score less than a 5/5, independent practice 7-17 on page 261.o Monitor work completion and review answers to 7-17.

Closure: “If a fraction aligns with a whole number on a number line or to a whole number fraction strip, the whole number is equivalent to that fraction. In this lesson, you learned how whole numbers can be described using fraction names.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.8: Using FractionsDate: Wednesday, February 20, 2013

Standards:

3.NF.3.: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Objectives:

Students will be able to compare and order fractions to solve problems.

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks, fraction strips

Engagement: “You have learned how to compare fractions and find equivalent fractions. Today, you will use these fraction skills to solve a problem.”

Procedures:

Students take the timed multiplication test. Review the Daily Common Core with students at their desks. Have students come to the carpet with their math notebooks.

o Draw attention to the problem on the board; read it aloud, underline important information.

o Have students turn and talk to their neighbor about the answer. Use equity sticks to call on three students to share their answers.

o Ask students how they found their answer. Ask how you could use fraction strips; draw a picture.

o Ask students how they found which person had the greatest wall tiled; the least. Have students pull up the learning bridge.

o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice. o Have students record answers in their math notebookso Step through numbers 1-8 with students.o Use equity sticks to ask student answers.

Students do the Quick Check on paper.o After quick check, students put pencils away and use colored pencils to check their

worko Students record scores on sticky notes as usualo If students score less than a 5/5, independent practice 9-13 on page 262.o Monitor work completion and review answers to 9-13.

Closure: “A fraction is relative to the size of the whole. Models can be used to show and compare fractional amounts. In this lesson, you compared and ordered fractions to solve problems.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist, timed test

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

10.9: Problem Solving – Draw a PictureDate: Thursday, February 21, 2013

Standards:

3.NF.2.: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Objectives:

Students will be able to draw a picture to solve problems

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks, fraction strips

Engagement: “You have learned how to solve problems that show information with a picture. Today, you will learn how to draw a picture to help you show what is happening in a problem. You have drawn pictures to show multiplication and division situations. How is drawing a picture helpful?”

Procedures:

Review the Daily Common Core with students at their desks. Have students come to the carpet and turn to a new page in their math notebooks.

o Draw attention to the problem on the board; read it aloud, underline important information.

o Have students discuss their ideas with a partner and attempt to solve the problem in their math notebooks.

o Step students through the problem, having students tell where to place markers on the number line.

Have students pull up the learning bridge.o Step through each slide, asking questions and restating the important facts.o Use equity sticks to ask student answers.

Pull up the guided practice. o Have students record answers in their math notebookso Step through numbers 1-3 with students.o Use equity sticks to ask student answers.

Students do the Quick Check on paper.o After quick check, students put pencils away and use colored pencils to check their

worko Students record scores on sticky notes as usualo If students score less than a 5/5, independent practice 4-11 on page 264.o Monitor work completion and review answers to 4-11.

Closure: “Information in a problem can often be shown by using a picture or diagram and used to understand and solve a problem. In this lesson, you learned how to draw a picture to solve a problem.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

Quiz: 10.6-10.9Date: Friday, February 22, 2013

Standards:

3.NF.2.: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

3.NF.3.: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.b.: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use models and quantitative reasoning to compare fractions with the same denominator.

Students will be able to use models and reasoning to compare fractions with the same numerator.

Students will be able to use benchmark numbers to compare fractions with the same numerator or the same denominator.

Students will be able to use number lines to compare fractions with like denominators or like numerators.

Students will be able to use models to find equivalent fractions Students will be able to use number lines to find equivalent fractions. Students will be able to use fraction strips and number lines to find fraction names for whole

numbers. Students will be able to compare and order fractions to solve problems. Students will be able to draw a picture to solve problems

Materials: ActivBoard, netbook, pencil, paper/math spiral notebook, sticky notes, math book, equity sticks, fraction strips

Engagement: “Topic 10 dealt with fractional comparison and equivalence. Today, we’re going to take a quiz on 10.5 to 10.9 and review for our topic test.”

Procedures:

Distribute quizzes and review pages. After students complete the quiz, review commonly missed questions from the previous

quiz. Point out problems on the review that may cause confusion. Have students begin working on their review. Math intervention with struggling students

during this time.

Closure: “We covered a lot in Topic 10 and you guys did a great job with fraction comparison and equivalence. We’ll start Monday’s math with our Topic Test and finish up fractions for right now.”

Assessment: Student participation, observation, equity sticks, homework, quiz, guided practice, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the quiz and guided practice throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

Topic 10 ReviewDate: Monday, February 25, 2013

Standards:

3.NF.2.: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

3.NF.3.: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.b.: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use models and quantitative reasoning to compare fractions with the same denominator.

Students will be able to use models and reasoning to compare fractions with the same numerator.

Students will be able to use benchmark numbers to compare fractions with the same numerator or the same denominator.

Students will be able to use number lines to compare fractions with like denominators or like numerators.

Students will be able to use models to find equivalent fractions Students will be able to use models and quantitative reasoning to compare fractions with the

same denominator. Students will be able to use models and reasoning to compare fractions with the same

numerator. Students will be able to use benchmark numbers to compare fractions with the same

numerator or the same denominator. Students will be able to use number lines to compare fractions with like denominators or

like numerators. Students will be able to use models to find equivalent fractions Students will be able to use number lines to find equivalent fractions.

Students will be able to use fraction strips and number lines to find fraction names for whole numbers.

Students will be able to compare and order fractions to solve problems. Students will be able to draw a picture to solve problems

Materials: ActivBoard, pencil, paper/math spiral notebook, review, sticky notes, equity sticks, fraction strips

Engagement: “After looking at the quizzes, I thought we needed a chance to review. Let’s work some of the problems from the review together, and then you can do some on your own. That way, you can take the review home as a study guide for tomorrow’s test.”

Procedures:

Distribute quizzes and review pages. Begin reviewing the first page with students. After the first page, students work problems independently. Math intervention for struggling students during this time. Review answers to the review with students.

Closure: “Great job with the review. Take this home and study over it for homework tonight. I’ll be taking it up tomorrow with homework to make sure you finished it.”

Assessment: Student participation, observation, equity sticks, review, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the review throughout the lesson. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.

Topic 10 TestDate: Tuesday, February 26, 2013

Standards:

3.NF.2.: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

3.NF.3.: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3.a.: Understand two fractions as equivalent (equal) if they are the same size, or at the same point on a number line.

3.NF.3.b.: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

3.NF.3.d.: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Students will be able to use models and quantitative reasoning to compare fractions with the same denominator.

Students will be able to use models and reasoning to compare fractions with the same numerator.

Students will be able to use benchmark numbers to compare fractions with the same numerator or the same denominator.

Students will be able to use number lines to compare fractions with like denominators or like numerators.

Students will be able to use models to find equivalent fractions Students will be able to use models and quantitative reasoning to compare fractions with the

same denominator. Students will be able to use models and reasoning to compare fractions with the same

numerator. Students will be able to use benchmark numbers to compare fractions with the same

numerator or the same denominator. Students will be able to use number lines to compare fractions with like denominators or

like numerators. Students will be able to use models to find equivalent fractions Students will be able to use number lines to find equivalent fractions.

Students will be able to use fraction strips and number lines to find fraction names for whole numbers.

Students will be able to compare and order fractions to solve problems. Students will be able to draw a picture to solve problems

Materials: Netbooks, pencil, paper/math spiral notebook

Engagement: “Topic 10 dealt with fractional comparison and equivalence. Today, we’re going to take our Topic 10 test.”

Procedures:

Ask students if there are any questions before we begin the test. If so, answer them. Have students log in to Pearson and prepare their materials as the test is loading. Monitor progress as the test is being taken, answering questions.

Closure: “Great job with fractional equivalence! I know Topic 10 covered a lot of information, but you were able to handle it all. Tomorrow, we begin looking more at geometry, so it will be a nice change from fractions for a while.”

Assessment: Student participation, observation, test, checklist

Adaptations/Accommodations: Students requiring extra time may spend more time on the test throughout the day. Students on a behavior contract will answer at least one question. Students who have not yet mastered multiplication facts will receive additional homework as practice.