Grade:4/5

Lesson Title: Fraction Drive Date: May 22

Curriculum Expectations Students will read, represent, compare, and order simple fractions (from Grade 4 overall)What do students need to know and be able to do?

Represent simple fractions using concrete materials, pictures and symbolic fractional notation

That fractions can have more than one name Meaning of numerator and denominator

Learning GoalsContent:

read, represent, compare, and order simple fractions

representing equivalent fractions

represent fractions using concrete materials,

Determine the relationship between fractions (fifths, tenths, etc.)

Process:The students will use a variety of representations for fractions to solve problems.

Lesson Components Anticipated Student Responses and Teacher

Prompts / QuestionsAction! You are a group of architects and are asked to create a blueprint of Fraction Drive. It must include at least 4 of the following:

4/12 of the houses need to have a fence around them.

½ of the roofs are blue ¾ of the houses have red doors 10/12 of the houses have cars in

the driveway 2/3 of the houses have a tree in

the front lawn 3/6 of the houses have someone

in the windowShow how you know your numbers make sense using Prezi or Educreations.

Bonus: Add some of your own features to Fraction Drive. Describe them using fractions.

Anticipated Student Responses and Possible Misconceptions:

How did you know how many houses there are?Look for the fraction that has the most piecesTrial and error

Made a variety of different equal groups by drawing circles around houses

Arrays/area Created fractions

with the same denominator

3/6 = ½ Solutions can be

represented in fractional form or whole numbers

Scaffolding Questions Suggest using trial and error to find # of houses

How did you determine the number of houses in a similar question with 8 houses in it?Extension*Can there be a different number than 12 houses?

Minds-On AFL

Students work with elbow partner and the fraction strip tool to find…

How many equivalent fractions can you find for:

½ ¾ 6/9

What are we listening and looking for from the student conversation and responses?

-use of the tool to find equivalent fractions-use of multiplicative reasoning to find equivalent fractions

Lesson ComponentAfter / Consolidation / Reflecting and Connecting

Consolidation Highlights and Summary(Uncover Learning Goal, Success Criteria)

a) This representation effectively represents student thinking about halves and quarters. It can also represent 2/3, where 2/3 of each quarter is circled in pink. 2/3 = 8/12

b) This group (and the one below) represents twelfths using pictures that organize the houses into rows and columns (arrays). Halves, quarters, thirds and sixths can be represented in these illustrations.

c) This group represented their thinking using fractional notation, but spoke of it creating a visual image using language like “9 red doors out of 12 doors”. When asked to find 2/3 of the houses they counted by 4’s 3times (4, 8, 12) showing that 2/3 of 12 was 8.

Independent Practice: Exit Card Reflection Homework

Student Next Steps (Large Group/Small Group/Individual)

The groups experienced difficulty describing how they know to create a street with 12 houses on it. Most said that they chose 12 because 12ths were the first fraction on the list. Others said it was because it was the fraction that showed the most number of houses.

So, the exit card was a similar question to the Action Task, but the challenge was instead to determine how many houses might be on Fraction Street with an explanation of how they knew.

Next Steps: Consider exploring

similar situations with fractions that are a little messier…. Or in really different orders; build on Jack’s idea that you choose the number of houses by looking at the numbers in the question and finding a common multiple….

Individual Students -work with small group of struggling students with this concept to solve a similar

situation using manipulatives, “show me”, trial and error strategy

Modified: scaffold with BLM with houses already drawn; they only need to show the fractions.

Push to think about using larger equivalent fractions (using multiplication strategy) for those ready to move on.