Teacher Name: Stern Grade: 4th Subject: Math
Unit Title: Fractions Suggested Time: 10 days
Monday-Tuesday
Common Core/ MDE/Priority Standard(s):
4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fraction with respective denominators 10 and 100.2 Learning Goal(s)/Target(s):(Reference the C3D document for I Can Statements)
I can rename and recognize a fraction with a denominator of 10 as a fraction with a denominator of 100.
Essential Question(s): (Reference the C3D document and the JPS Curriculum Guide)
How do I know when fractions are equivalent? Big Idea(s): (Reference C3D for Essential Understandings.)
Students can use base ten blocks, graph paper, and other
…show more content…
Tens Ones . Tenths Hundredths 0 . 6 0 0 . 0 6
For struggling students it may be wise to demonstrate how to use base ten blocks and other place value models to explore the relationship between fractions with denominators of 10 and denominators of 100. Repeat instructions using the fraction 6/100. Then explain why 6/10 is equivalent to 6/100.
Use the model below for details: The picture below shows a square divided into ten equal pieces. The square represents 1. Since six of them are shaded, the shaded part represents 6/10 . If we divide each of the ten pieces into ten smaller, equal-sized pieces, the square is divided into 10×10=100 equal-sized pieces, and each small piece represents 60/100 . Written Explanation:
The six shaded pieces are now each divided into ten pieces as well, so there are 6×10 shaded pieces. The shaded area represents 60/100 .
Since the area of the square that is shaded hasn’t changed, the two fractions represent the same amount, so the two fractions are equal.
Day 2: 30 Minutes
Guided
…show more content…
What is another name for the given fraction?
How do you know?
How do illustrations help? After the given time is up, allow groups to share their work.
Additional Online Practice: https://docs.google.com/file/d/0B-SiNJP_QzCQZ3NaaEZ0SFc3SzA/edit Day 2: 20 minutes
Independent Practice:
Ask students to return to their original seats. Post the following Problem on the board.
Problem
Explain why 4/10 and 40/100 have unlike denominators but are equivalent fractions.
Tell students they will have about 20 minutes or so to use drawings and base-tens to explain why the given sets of fractions are equivalent. Point out that they can refer back to the model for additional help. As students are working circle the room to check for understanding.
Probing Questions:
How do I know when fractions are equivalent?
What is another name for the given fraction?
How do you know?
How do illustrations help?
After the given time is up, allow student volunteers to share their work. https://docs.google.com/file/d/0B-SiNJP_QzCQZ3NaaEZ0SFc3SzA/edit Day 2
Time: 10 minutes
Closure/Exit Ticket:
In the closing activity, have students to write a written explanation in their math journal of to determine how fractions with unlike denominators are
[IMAGE] ½ (a2 + b2) times it by the ratio of its real area to a
Though when asked what number is ten less than 408 Joe answered “three hundred and ninety two”. Joe being unable to give the number that is ten less of 408 displays a misconception of the base ten number system and the role the tens play, Burns (2010). Joe did not display the understanding that 408 is 40 tens and 8 ones and when one ten is removed he is left with 39 tens and 8 ones giving him the answer of 398. This misconception was displayed again when Joe declared he was unable to partition 592. Joe could not see 592 as 4 hundreds, 19 tens and 2 ones or 5 hundreds, 8 tens and 12 ones. In addition to the misconception of the base ten number system and the role the tens play Joe displayed a misunderstanding of early multiplicative thinking. Joe was asked how many times bigger is 300 than 3 and how many times bigger is 300 than 30. Joe answered the multiplicative questions using subtraction giving the answers 297 and 270, respectively. The use of subtraction implies that Joe sees multiplication as addition and does not relate multiplication with division, Booker et al. (2014). Joe did not make the connection that 3 goes into 300 one hundred times therefore 300 is one hundred times bigger than 3. The same connection was not made for the second question, 30 goes into 300 ten times therefore 300 is ten times bigger than 30. At this point in the interview it was clear what areas of
After figuring out patterns, we sent out spies to other groups to help get the overall formula. The formula that we found was: L+(H-2). We tried them on different rectangles, but the formula didn’t work for all of them. So then we tried fixing it by tweaking it. We then noticed that the rectangles with the same scale factor had the same number of rebounds. After noticing this, we added this to our formula, creating:Let X/Y=L/H,where X/Y is the reduced ratio. The rule is (X + Y ) - 2. We tried that on multiple rectangles with different number dimensions. Then we found out that it did work on all of them and that we had found the super formula!
Mrs. Cable’s objective in this math lesson was for students to count to tell numbers and to compare numbers; this is done with different amounts of dots (almost like a dice). The lesson started off by Mrs. Cable reading a book call “Ten Black Dots” at the carpet, this book was all about counting dots and
The Golden Proportion is defined geometrically as the ratios, where the ratio of the whole segment to the longer segment is equal to the ratio of the longer segment to the shorter segment. Mathematically, the precise value of this Ratio is expressed as 1.6180339887...,a never-ending number which goes to infinity. Thus this ratio cannot be expressed as a whole number or as a fraction and is considered an irrational number. If drawing algebraically, the point C divides the line AB in a certain way that the ratio of AC to CB is equal to the ratio of AB to AC. The algebraic calculation shows that the ratio of AC to CB and AB to AC equals 1.618… whilst the ratio of CB to AC is equal to
Mauro, D., LeFevre, J. & Morris, J. (2003). Effects of problem format on division and
Base Ten Block – one of the most popular uses of math instruction in elementary ...
I am going to begin by investigating a square with a side length of 10
Reys, B., Arbaugh, F., Joyner, J. (2001). Clearing up the Confusion over Calculator Use In Grades K-5. Teaching Children Mathematics, 8 (2), 90-95.
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
Teachers have a lot of material to cover during each school day. The allotted time for a lesson may only allow students to explore the basics.
One teacher that depicted numerous of the attributes required to educate language learners was Mr. Vince Workmon. He taught a fourth grade lesson on fractions. To being Mr. Workmon illustrated the how promote comprehensible input through the use of realia and hands- on learning. In the section of fractions, Mr. Wormon used oranges to show student a concrete example of how to add fractions with unlike denominators. He cut the orange into fourths and discussed with students how to add different fourth pieces. He presented one-half and one- fourth of the orange to introduce the problem off adding unlike fractions to the students. The students were able to determine a way to add the two fractions. For example, one student explained than she could see that one-half of the orange was the same as two fourths, therefore, she knew that one-half plus one-fourth was equal to three-fourths. The teacher ad...
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
The Golden Ratio is also known as the golden rectangle. The Golden Rectangle has the property that when a square is removed a smaller rectangle of the same shape remains, a smaller square can be removed and so on, resulting in a spiral pattern.