Math+Lesson+AL

Grade**: 5
 * Fractions
 * Time:** 45 minutes


 * Learning Goal:** Students will demonstrate their understanding of equivalent positive fractional numbers.


 * Objectives:**


 * Objective 1-Students will demonstrate their understanding of the value of fractions by filling out their placement of the missing dots on a linear fraction track.
 * Objective 2- Students will demonstrate their understanding of adding fractions by completing the Fraction Track game.
 * Objective 3- Students will demonstrate thier understanding of equivalent fractions by filling out a true false test.


 * Materials**
 * Teachers Manipulative-
 * Transparencies of the Fraction Track Game Board
 * Overheard projector
 * Markers


 * Students Manipulative-
 * Fraction Track Game Board
 * Pencil
 * Paper
 * Fraction track Game Instructions
 * Fraction cards
 * chips

Introduction-
 * Instructional Activities-**

· Prior to this lesson, students will have had a week of working with the strategies of adding fractions and the definition of equivalent fractions. - I will begin the lesson by providing students with an affective assessment to understand their attitudes toward fractions. · As an introduction to this lesson on adding fractions, I will begin by using the overheard projector to place a linear fraction track on the screen. The Lineanr track involves fractions beginning on the left such as 0/2, 0/3, 0/4 and so on without 0/7 and 0/9. The right side of the fraction lines end at the whole number 1. Throughout the fraction lines are circles with fraction values placed by their order throughout different spots on the line. Some circles on the line have missing fraction values. (RIBTS 8) · First, I will ask students to discuss in groups what they notice about the fraction track line. (RIBTS 6) · I will then ask students, “What do you notice about this track?” · If students are not answering the relevant information, I will tell them that the numbers goes from least to greatest. · I will then ask students, “How would this number track benefit or be helpful to someone who is having difficulty understanding the value of fractions?” (RIBTS 4) · I will again ask students to discuss in groups. · Again, I would want students to understand that the track helps show the order of fractions from least to greatest.

Development- · I will then ask students to open their books so they have the transparency on display, in their workbooks. · I will tell students that we are going to fill in the missing fractions. · I will begin with an easier fraction such as 1/3. I will ask students to discuss in their groups where they think 1/3 would appear on the first line. · After students discuss with their groups, I will ask for a volunteer to show on the transparency where 1/3 would appear and why. · Based on the prior knowledge and instruction on fractions, I am assuming that a student will be able to tell that 1/3 would appear in the same place as 2/6 on a different line. However, if students fail to understand this I will show them. (RIBTS 5) · I will ask students, “what is an equivalent fraction is and how that could help us in determining the fractions placement?” (RIBTS 4) · I will then review the definition of an Equivalent Fraction and how that may help us in determining the placement of the missing fractions. Equivalent fractions are fractions that have the same value. (RIBTS 2) · By using students understanding of equivalent fractions I will continue to have students volunteer until the fraction chart is completely filled out. After each student properly places the fraction, I will ask them why they chose that spot and what fraction it is equivalent to.(RIBTS 5) Closure: · After each student’s fraction board is complete, I will ask them to cut them out and hand each student fraction cards. · I will then explain that we are going to play a game where the instructions are included in their workbooks. · I will explain to students to place a chip on a different point throughout each number line. Students will chose a fraction card and have to add that number to a fraction on any of their existing lines. The point of the game is for the student to reach the whole number one with their fractions. (RIBTS2) · I will tell students they are to record their moves on a sheet of paper. · I will monitor student’s progress throughout the game to see if students are playing correctly and understanding the process of adding fractions. I will use an annecdotal record to record student's progress. I will lastly hand students a true false quiz to test their understanding of equivalnet fractions.

Assessment: Objective 1: [|Example of fraction track] Objective 2: I will collect the students progress throughout the fraction track game as a way to determine their ability to add fractions using equivalent fractions.
 * As an informal assessment I will be asking students to volunteer their ideas by providing answers for the overheard.
 * I will be assessing students prior knowledge informally by asking them questions such as “What do you notice about this track?”, “how would this number track benefit or be helpful to someone who is having difficulty understanding the value of fractions?”, and “what is an equivalent fraction is and how that could help us in determining the fractions placement?”.
 * I will be assessing students copy of thier linear fraction track board. I will provide a copy of the track with the missing fractions in class. Below is an example of a linear fraction track.

Objective 3: I will assess students ability to understand equivalent fractions by thier results from a true false quiz.


 * Learner Factors**
 * I will be walking around the room to check progress on any students who are having difficulty with the math concepts.
 * I will provide the transparency so students can visually follow along and will serve assistance to any students with hearing impairments.
 * I will allow ample time for students to finish the game.


 * Environmental Factors**
 * I will have students sitting in groups so they can discuss with their group if they are having any difficulties if I am not present.