Structured Curriculum Lesson Plan Day: 104 Subject: Mathematics Grade Level:

8/14/2019 Structured Curriculum Lesson Plan Day: 104 Subject: Mathematics Grade Level:

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STRUCTURED CURRICULUM LESSON PLAN

Day: 104 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5

ITBS/TAP:

Perform arithmetic operations involvingfractions

Use number sentences to represent solutions

ISAT:

Demonstrate understanding of measurementconcepts

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Whole numbers and mixed number 1

Materials

Six-Group Activity: Changing mixed fractions to improper fractions

Math journals1 worksheet #1 for each student

1

2worksheet #2 for each student

1 work mat for each student

Overhead projector and pensScissorsCrayons, colored pencils, or markers for each student (see worksheet for colors)1 envelope for each student

1 transparency of worksheet #2 and workmat2 transparencies of worksheet #1

Educational Strategies/Instructional Procedures

Warm-up Activity:

1. 4 19 2. 5 37 3. 6 34 4. 8 69 5. 3 27

6. 7 53 7. 4 33 8. 5 49 9. 6 27 10. 8 52


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Lesson:

Cut out transparency pieces of worksheets 1 and 2. Distribute one copy of worksheet #1 and halfof worksheet #2 to each student. Have students color the strips appropriately and then cut the

pieces. Next, have students put the pieces in piles according to color.

Have students show one whole. Most will display a red strip. Accept any equivalent answer.

Next, have students show one whole using different pieces. Answers will vary such as2

2,

3

3,

etc. Have a student or two show this using the transparency pieces. Remind students that the

denominator tells how many equal parts are needed to make a whole. The numerator tells howmany of those equal parts exist.

Write8

4on the transparency. Have students place eight

1

4pieces on their workmat. Next, have

students tell another name for

8

4 . (2)

Have students place 1 red piece and 2 orange pieces on the work mat. Ask students how much

they have. (3

21 ) Write

3

21 on the chalkboard or transparency. Tell students that this is a mixed

number. Ask why they think it is a mixed number. (It is made up of a whole number and afraction). Have students write this term and its meaning in their journals.

Write5

43 on the chalkboard or transparency. Have students write .

5

43 Have a student show

this mixed number using the transparency pieces. Follow this same procedure for612 .

Have students take 5 yellow pieces and place them on the workmat. Ask how much they

have.

4

11 Since

5

4will not fit in one column, tell students to make the connection that they

have more than 1.

Give each student an envelope and have them write their name on them envelope they are given.

Instruct students to place their fraction pieces in envelopes.


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Write9

4on the chalkboard or transparency. Tell students that

9

4is an improper fraction. This

means the numerator is larger than the denominator. Direct students to write this in their math

journals. Ask students to name the denominator. (4) Ask how many parts it takes to make up a

whole. (4) Ask how many parts they have. (9) Ask how many wholes they can make from9

4.

(2) Place the eight1

4pieces on the transparency workmat to show the two wholes. (1) Place

that1

4piece on the work mat. Check that students understand that

9

4is equal to

4

12 . Tell

students that this is a proper fraction because the numerator is smaller than the denominator.

Tell students that division can also be used to change a fraction to a mixed number. Write6

14on

the chalkboard or transparency. Tell students to do the same in their math journals. Review the

following steps with class.

Step 1: Divide the numerator by the denominator.

6 142

12

2

2R

-

Step 2: Write the quotient as the whole number, and write the remainder and divisor as afraction.

Quotient22

6

< <

remainder

divisor

Step 3: Write the fraction in simplest form.

6

22 =

3

12

Take fourteen

6

1pieces and place them on the overhead work mat to show that

6

22

6

14= . Ask

with what the two6

1pieces can be substituted with. (A

1

3piece)


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Write12

8on the transparency or chalkboard. Take students through the three steps to find the

equivalent mixed number.

Write17

5

16

8

11

7

21

9, , ,and on the chalkboard. Have four students complete these problems on the

chalkboard while the remaining students work them out in their math journals.

Collect the workmats and envelopes containing the fraction pieces. If desired, tell students towrite their names on the workmats.

Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson and no ifthey did not. If the answer is no, say: The statement is true, but it was not heard in todayslesson.

1. A mixed number is made up of a whole number and a fraction. (yes)

2. The only even prime number is 2. (no)

3.6

6equals one whole. (yes)

4. The denominator tells how many equal parts are needed to make a whole. (yes)

5. A line is a straight figure that extends in both directions. (no)6. When the numerator of a fraction is larger than the denominator, the fraction is called

improper. (yes)

7. The numerator tells how many of those equal parts exist. (yes)8. When changing an improper fraction to a mixed number, divide the numerator by the

denominator. (yes)9. An angle is a figure formed by 2 rays with the same endpoint. (no)10. Division can be used to change a fraction to a mixed number. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, completean activity on Changing mixed

Fractions to improper fractions as a teacher directed activity.

Math Workshop

Have students work in theMath Workshop after completing their Free-Choice Lesson.


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Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Analyze and interpret data

SS: Sequence information, especially using timelines

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson, Ten Statement review

Homework

Assign students to write these fractions as whole numbers in simplest form.

(1)16

7

(2)27

9

(3)34

4

(4)63

10

(5)46

6

(6) Explain how to change26

5into a mixed number using division.

Teacher Notes


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Fractions Worksheet #2

1 1 1 1

1 1 1 1


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Six-Group Activity

Mixed Fractions: Changing Mixed Numbers to Improper Fractions

Materials:

10 index cards (3 x 5)

1 black marker1 pencil

Write the following problems on the index cards. Write the answers on the back of the indexcards in pencil:

2 (9

4

1

4) 3 (

20

6

2

6) 4 (

18

4

2

4) 8 (

17

2

1

2) 2 (

10

4

2

4) 10 (

43

4

3

4)

9 (47

5

2

5) 7 (

23

3

2

3) 3 (

11

3

2

3) 9 (

29

3

2

3)

Copy the study board to use with the reteaching lesson.

Changing Mixed Fractions To Improper Fractions

10+2

3

Step 1: Multiply the whole number times the denominator, 10 3 = 30

Step 2: Add the numerator. 10 3 + 2 = 32

Step 3: Write the answer as the new numerator32

3. Use the original denominator as

the denominator. Example: 10+2

3; 10 3 + 2 = 32;

32

3.

Display the study board so that the students can follow along as you show them how to changemixed numbers to improper fractions.

Say: An important skill in multiplication and division of fractions is changing a mixed number,

such as 21

4, to an improper fraction.

Write the steps down as you say them.

Example 1. Change 31

4

to an improper fraction.

Step 1. Multiply the denominator by the whole number. 4 3 = 12Step 2. Add the product and the numerator. 12 + 1 = 13

Step 3. Write the sum over the denominator.13

3


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Example 2. Change 61

2to an improper fraction.

Step 1. 6 2 = 12Step 2. 12 + 1 = 13

Step 3. Write 13 over 2.

The answer is 61

2

13

2= .

Use these examples 91

3(28

310

3

5(53

5), ) and 4

1

6(25

6) to work with the students before the

activity.

Tell the students you are going to have them risk writing the answers to some math problems.

Place one card on a flat surface and give the students one to two minutes to write the answer. As

you turn the card over to reveal the answer, say: The answer is


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Correlations (SG,CAS,CFS): 6A4, 6A5

ITBS/TAP:


Using number sentences to represent solutionsDemonstrate understanding of measurement

concepts

ISAT:

Demonstrate understanding of measurementConcepts

Unit Focus/Foci

Fractions


Whole numbers and mixed numbers part 2

Materials

Six-Group Activity: Adding like fractions and mixed numbers

Math journalsEnvelopes with fraction pieces1 workmat for each student

Overhead projector and pens1 transparency of workmat

Transparency fraction pieces


Warm-up Activity:

Change these improper fractions to proper fractions in simplest form.

1.17

4

2.8

3

3.36

7

4.25

5

5.42

8

6.21

77.

18

48.

33

29.

54

810.

30

10


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Lesson:

Distribute the envelopes containing the fractions pieces and workmats. Have students put piecespiles according to color.

1) review parts of a fraction and what each part means2) different ways to make one whole, definitions of proper and improper fractions

3) and changing an improper fraction into a whole number or mixed number in simplest form

As part of this review, ask questions and have students come to the chalkboard to completeproblems.

Introduce changing a mixed number into an improper fraction. Using the workmat, show twowholes. Ask students another way they could show this using all fraction pieces of the same

size. Answers may include4

2,

6

3,

8

4, etc.

Write 1=5

on the transparency. Have students copy the problem in their math journals. Tell

students that to find the missing numerator they must multiply the denominator times the wholenumber. Ask students for the product of 5 1. (5) Write the product in the blank numerator

space on the transparency. Repeat the process for 3 =6

and 5 =7

. Write =2

14 on the

chalkboard. Tell students that they are going to change 42

1into an improper fraction. First, ask

what the denominator is for the fraction part of the mixed number. (2) Second, tell them the

denominator will stay the same and have them write the 2 as the denominator. Third, tell them tomultiply the denominator times the whole number. (8) Fourth, ask what the numerator is for thefraction part of the mixed number. (1) Fifth, have them add the numerator to the product of the

denominator times the whole number (1+8=9) Sixth, have students write the 9 as the numerator.

Repeat this process for3

5, and 6

2

3.

Collect workmats and envelopes with fraction pieces.


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Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson and no ifthey did not. If the answer is no, say: The statement is true, but it was not heard in todays

lesson.

1. When the numerator of a fraction is larger than the denominator the fraction is called

improper. (yes)2. To change a whole number into an improper fraction, multiply the denominator times the

numerator. (yes)3. When changing an improper fraction to a mixed number, divide the numerator by the

denominator. (yes)

4. The number 267 has three digits. (no)5. To change a mixed number into an improper fraction, multiply the denominator times the

whole number and then add the numerator. (yes)6. When changing a mixed number into an improper fraction the denominator stays the same.

(yes)7. A mixed number is made up of a fraction and a whole number. (yes)8. One mile is equal to 5280 feet. (no)

9. Division can be used to change an improper fraction into a whole or mixed number. (yes)10. A graph is a picture that organizes data. (no)

Free-Choice Lesson


Six-Group Activity

Have a group of students, two from each ability level, completean activity on Adding like

fractions and mixed numbers as a teacher directed activity.

Math Workshop







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Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson, Ten Statement review

Homework

Assign students to write a mixed number and explain how to change it into an improper fraction.

Teacher Notes


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1 1 1 1

1 1 1 1


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Six-Group Activity

Fractions: Adding Like Fractions and Mixed Numbers

Materials:



1 envelope (9 x 6 )

Prepare the following index cards using a black marker to write the problems on the front of the

cards. Use the pencil to write the answers on the back of the index cards.

6 34

114+ 9 56 2 26+ 125 415+ 6 210 5 710+ 1524 2224+

107

8

54

8+

13

2

3

341

3+

186

10

401

10+

405

15

673

15+

1253

5

252

5+

Answers:

8 121

65

3

511

9

101

13

24

163

8

48 587

10

1078

15

151

Place a card on the table and explain to the students that you want them to use the steps insolving addition problems with fractions and mixed numbers. Give the students time to answer

each problem, then turn the index card over, reveal the answer and say: The answer is


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Make a copy of this study board and use it when reteaching this activity.

Adding Like Fractions and Mixed Numbers

In solving addition of fractions problems with like denominators, add the numerators and do not

change the denominator.

Example 1: Add6

8

1

8+ .

Step 1. Add the numerators6 1

8

7

8

+= .

Step 2. Write the common denominator.7

8

Step 3. Simplify (reduce) if necessary.

Example 2: Add 34

55

2

5++ .

Add mixed numbers the same way. Regroup, if needed.

Step 1. Add the whole numbers. 3+5=8

Step 2. Add the fractions.4

5

2

5

6

5

+ =

Step 3. Regroup the improper fraction. 5 6

5

1

11

1

5

R1

=

Step 4. Add the whole numbers 8 11

59

1

5+ = .

Use these sample problems to reteach this activity: 125

415

+ and 6 210

5 710

+ .

Tell the students that they are going to do an activity like the one they just finished. They are

going to solve the problems using the steps practiced and the study board. Give the students timeto answer the question before you reveal the answer by turning the index card over and saying:The answer is Store all materials from this lesson in the envelope.


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Correlations (SG,CAS,CFS): 6A4, 6A5, 6B1

ITBS/TAP:



ISAT:


Unit Focus/Foci

Fractions


Comparing fractions and mixed numbers

Materials

Six-Group Activity: Comparing and ordering fractionsMath journals

Envelopes with fraction pieces1 workmat for each studentOverhead projector and pens

1 work mat transparencyTransparency fraction pieces


Warm-up Activity:

Instruct students compare these numbers.

1. 684 648 2. 2147 2417

3. 3900 4000 4. 4875 49765. 16,493 16,495 6. 18,596 19,427

7. 430 397 8. 6.75 6.009. 3.8 3.6 10. 15.2 1.3847


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Write 21

41

3

4on the transparency. Have students make these mixed numbers using their

fraction pieces. Ask if it is necessary to look at the fractions to make the following comparisons.

(no) Why? (2 is greater than 1) Write 15

61

6

1Ask if it is necessary to look at the fractions

to make the comparison. (yes) Why? (The whole numbers are the same for each mixed number.)Ask students what they should do next. (They should look at the denominators and determine if

they are the same.) Are they? (yes) Now have them look at the numerators and determine if 5 isgreater than or less than 1. (greater than) Ask which way the chevron will point. (>) Have a

student read the comparison aloud. 15

61

1

6>

Repeat this comparison process with two new

mixed numbers with like denominators (32).

Write 21

42

3

8. Take students through the same steps. Since the denominators are different,

tell students to make the fractions have like denominators. Tell them that one way to do thiswould be to multiply the denominators (4 and 8) to get a common denominator (32).

Write1

4=

32

3

8=

32

Ask students to find the equivalent fractions.

1

4=

8

32

3

8=

12

32

Write

4

12 2

3

8

. Have students complete the comparison. 21

4

23

8


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6. The chevron always points toward the smaller number or fraction. (yes)7. When comparing fractions with like denominators, use the numerators to make the

comparison. (yes)8. The formula for area is A=lxw. (no)

9. One way to compare fractions is to use fraction strips to show fraction amounts. (yes)

10. The answer to a multiplication problem is called the product. (no)

Free-Choice Lesson


Six-Group Activity

Have a group of students, two from each ability level, completean activity on Comparing and

ordering fractions as a teacher directed activity.

Math Workshop






Connection(s)

Enrichment:

Fine Arts:

Home:


Technology:


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Six-Group Activity

Fractions: Comparing and Ordering Fractions

Materials:



1 envelope (9 x 6 )1 blank piece of paper (8 x 10) for the study board

Prepare the following index cards using a black marker to write the problems on the front of thecards. Use the pencil to write the answers on the back of the index cards.

23

26

24

, , 35

315

110

, , 12

37

914

, , 13

14

512

, , , 714

23

68

56

, ,

Answers:

2

6

2

4

2

3, ,

1

10

3

15

3

5, ,

3

7

1

2

9

14, ,

1

4

7

24

1

3, , ,

5

12

2

3

6

8

5

6, ,

When you lay a card on the table, instruct students to write the fractions in each set from smallestto largest. After the students write the answer, turn the index card over, reveal the answer and

say: The answer is

Make a copy of this study board and use it to reteach this lesson.


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Correlations (SG,CAS,CFS): 6A4, 6B1, 6B3, 6B4

ITBS/TAP:



ISAT:

Demonstrate understanding of measurementConcepts

Unit Focus/Foci

Fractions


Ordering fractions and mixed numbers on the number line

Materials

Six-Group Activity: Adding like denominatorsMath journal

Student envelopes with fraction piecesFraction worksheet #3 (Number line)Overhead projector and pens

Fraction worksheet #3 transparencyTransparency fraction pieces

1 index card for each student


Warm-up Activity:

Write these problems and directions on the chalkboard.

Complete:

1

4.1 =? 2. ?7

14

= 3.24

?3 = 4. ?535

=


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Find the mixed number or the whole number. Write the fractions in simplest form.

5. ____3

5= 6. ____

8

10= 7. ____

10

18= 8. ____

8

34= 9. ____

5

26=

Write the mixed number.

10. Three and five-eighths 11. One and three sixteenths

Solve

12. Sandy practiced the piano for 9 half-hour periods. How many hours did she practice?

Review the answers to the problems with the students.

Lesson:

Have students take notes in their math journals. Write all examples on the chalkboard.

When going over the answers to the warm-up activity review the terms: proper and improper

fractions, mixed numbers, whole numbers, parts of a fraction and chevrons. Also, reviewthe steps for solving the problems. Ask students to explain how they arrived at their answers.Review how to compare fractions and mixed numbers.

Write4

13

2

13 . Have students explain the steps.

Introduce ordering fractions and mixed numbers . Distribute the fraction worksheet #3(Number line) and student envelopes with fraction pieces.

Tell students to take out their pink2

1pieces and place them along number line #1. Then, have

them write the fractions2

4and

2

3

,2

2,2

1above the number line.

Display fractions and mixed numbers

on the transparency.

02

1

2

2

2

3

3

4

0 12

11 2


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Next, have students show2

11 on the number line using as few pieces as possible. (1 red and 1

pink). Tell students to note that2

11

2

3= . Ask students to write the mixed number below the

number line.

Have students place their one-fourth pieces along the number line. Have them write4

1through

4

8above the number line.

Next, direct students to show1 2 3

1 1 14, 4, 4

using their red and yellow pieces. Tell students to

write the mixed numbers below the number line.

Repeat this process on the number line #1 using the8

1pieces.

Discuss the equivalent fractions and mixed numbers.

Tell students to note that when ordering mixed numbers they should look at the whole numberfirst.

On line #2, have students write the fractions and mixed numbers for thirds, sixths and twelfthsjust as they did on number line #1.

4

1

2

1

4

2

4

3

2

2

4

4

4

5

2

3

4

6

4

7

2

4

4

8

0 1

8

21

4

11

4

21

2

11

4

31 2

Display these fractions and mixed numberson the transparency.


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Have students look at the number lines and find equivalent mixed numbers or improper fractionsfor the following:

1.

=

4

6

8,

12

8,

41

2,

3,2

11

4

21

2.

= 12

8112,

206,

413,

213,

56

10

3.

=

12

16

12,

41

6,

8

6,

21

3,

4

3

11

4.

=

8

61

4,

7

,4

31

8

14

Using their fraction pieces, have students build and mark the following mixed and improper

fractions on number line #3. Instruct students to then label each number with its letter to solvethe riddle.

N6

5F

3

1T

3

21 W

6

7I

5

7U

12

3H

4

31

A10

7T

12

12O

3

5F

4

1C

4

3R

6

3N

4

31 S

8

71 I

6

11

Ten Statements

Review the ten statements and have students writeyes if they heard it in todays lesson and no ifthey did not. If the answer is no, say: The statement is true, but it was not heard in todayslesson.

1. When the numerator of a fraction is larger than the denominator, the fraction is improper.

(yes)2. When multiplying two fractions, multiply the numerators and then the denominators. (no)3. On the number line, fractions and mixed numbers can be written in different ways. (yes)

4.4

6is a mixed number larger than one but less than 2. (yes)

5.2

11 and

4

21 are equivalent mixed numbers. (yes)

6. The distance around a circle is called the circumference. (no)

7. A mixed number is made up of a whole number and a fraction. (yes)8. Multiplication is a faster way to add. (no)

9. The improper fraction4

8is equal to the whole number 2. (yes)

10. When ordering mixed number, first look at the whole number. (yes)


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Free-Choice Lesson


Six-Group Activity

Have a group of six students, two from each ability level, complete an activity on Adding like

denominators as a teacher-directed activity.

Math Workshop






Connection(s)

Enrichment:

Fine Arts:

Home:


Technology:

Assessment

Student response during lesson, Ten Statement Review


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Six-Group Activity

Fractions: Adding Fractions with Like Denominators

Materials:

10 index cards (3x 5)


1 envelope (9 x 6 )

Prepare the following index cards:

1

3+

1

3(2

3)

4

6+

1

6(5

6)

3

5+

1

5(4

5)

4

8+

2

8(6

8)

3

10+

2

10(

5

10)

8

12 +

2

12 (

10

12)

3

7 +

2

7 (

5

7)

10

20 +

1

20 (

11

20)

3

9 +

2

9 (

5

9)

3

12 +

2

12 (

5

12)

Solve the addition problems of fractions with like denominators. Lay a card on the table

and have the students write the answer. After each answer is written, reveal the answeron the back of the index card.

Copy this and use it to reteach the lesson. Give the sample problem to see if studentsunderstand the rules for adding fractions with like denominators.

Adding Fractions with Like Denominators

Place a card on the table and explain the steps for solving an addition of fractions

problem. Show students3

5+

1

5. Say: Add the numerators (3 + 1 = 4). The

denominator remains the same. The answer is4

5. Say: I am going to show you a set of

cards with addition problems of fractions with like denominators on them. I want you to

solve the problems.

When adding fractions with like denominators, add the numerators. Dont do anything to

the denominator because it is the same. Write it under the numerator. Example:

26

+ 26

= 46

.

Explain to the students that they are going to do an activity on solving addition problems

of fractions with like denominators. Tell them when you lay the index card on the table,they are going to risk writing the answer. Give the students one to two minutes to solvethe problem. As you turn the card over, say: The answer is Do the rest of the cards

the same way. If you have not taught reducing fractions, just have the students completethe problems with no simplifying. Store the index cards and study board in the envelope.


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Correlations (SG,CAS,CFS): 6A4, 6A5, 6B1, 6B3, 6B4

ITBS/TAP:



ISAT:


Unit Focus/Foci

Fractions


Formal Assessment-whole and mixed numbers, comparing, ordering

Materials

Fraction test


Warm-up Activity:

Have students exchange homework cards, and find solutions.

Administer test.


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TestWrite the whole number or mixed number in simplest form.

1. ____3

9= 2. ____

8

14= 3. ____

7

20= 4. ____

6

12=

5. ____2

112 = 6. ____

3

25 = 7. ____

7

24 = 8. ____

5

46 =

Complete these fractions.

9.5

2 = 10.4

3 = 11. 67

= 12. 38

=

Compare. Use .or =

13.66

44 = 14.

21

85 = 15.

651

432 ===

16.7

5

7

34 = 17.

5

41

5

21 = 18. 5

3

15=

Order these fractions and mixed numbers from least to greatest.

19. _______________________________________6

5,3

1

,4

3

20. ______________________________________

2

11

,8

7

,4

31

21. ___________________________________5

32

,10

92

,4

32

Write the fraction or mixed number.

22. Four-fifths _______

23. Two and three sevenths_______

Solve.

24. Denise practiced her song for 13 fourths of an hour. How many hours did she

practice?

25. Kenny has 24 candy bars. He wants to give each of his 5 friends an equal amount.How much will he give each friend?


39/40

141

Free-Choice Lesson


Six-Group Activity

No Six-Group Activity today.

Math Workshop





Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Student Response during lessonTen Statement Review

Homework

Teacher Notes

See attached answer sheet.


40/40

Answer Key

1. 3 2.4

31 3.

7

62

4. 2 5. 27

6. 17 7. 30 8. 34 9. 10 10. 12

11. 42 12. 24 13. = 14. 15.

16. 17. 18. = 19.

6

5

4,

3

,3

120.

4

31

2,

11

,8

7

21.10

92

5,

32

,3

12 22.

5

423.

7

32 24.

4

13 25.

5

44

Date post:	30-May-2018
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Structured Curriculum Lesson Plan Day: 104 Subject: Mathematics Grade Level:

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