Lesson 2

Subject: Mathematics Course/Grade: Grade 5 Unit 5: Fraction Sense and Manipulation, Lesson 2: Fraction Exploration in Length Measurement Instructional/Content Objective: Students will work with a partner to accurately measure eight out of ten objects to the nearest quarter inch using mixed number notation (3.NF1). Curriculum Framework Standards: Through hands on physical and virtual exploration students will be able to 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Lesson Procedure I. Preparation Phase: Before Class 1. Check in with the expert(s) on mixed numbers and make sure they have prepared their boxes and questions for the class. Display the boxes on the Smartboard. They will be sitting in the expert seat for the class and can have any resources with them (text books, computer, reference books etc.). 2. Set up two empty desks 6 in. apart and have a cardboard and scissors available. Build Background Knowledge 3. Introduce the days objective by having two students read it directly from the board and two students express the objective in their own words. 4. Point out the guiding questions and ask students which question the objective addresses: a. Why are fractions important in our lives outside of school? Vocabulary 5. Call the class expert on mixed numbers to the board. Display their vocabulary boxes with the document camera. Ask the student to explain the definition and ask their prepared questions to the class. Ask if the students have any questions for the expert. The student will be in the expert chair for the class and will be available during the whole lesson if any students have questions or need help. Arouse Curiosity 6. Ask two volunteers to come to the front of the room. Explain to the class that they need to cut the cardboard so it will be held up between the two desks. 7. Give students a ruler to measure the distance between the two desks to the nearest inch and write it on the board. 8. Call up two more students to measure the cardboard to the amount on the board and cut it. 9. Put the cardboard between the desks and see if it will stay. When the cardboard will not fit or is too small to stay, ask the students why it did not work. 10. Explain that by the end of class today, students will be able to use fractions and mixed numbers to accomplish the task. II. Assistance and Associations Phase Making Connections

Lesson 2

1. Guide students through the Smartboard lesson (slides attached). 2. Explain the steps to accurate measurement. a. Choose the ruler with the desired measurement system (Metric or English Standard). b. Align the 0 on the ruler to the end of the object to be measured. c. Count the whole number of units and make it the whole number in the measurement. d. Count the parts of the unit and make it the numerator in the fraction. e. Count the total number of part units in a whole to determine the denominator. Monitoring Understanding 3. Students will complete virtual and physical measurements in inches and centimeters. 4. Students with questions can ask the mixed number expert(s) or the teacher. Asking Questions 5. Students will write down any questions or struggles in their notebooks. 6. Reflection and Readiness for Application: Thinking, Talking and Write about Learning 1. Students complete ten physical measurements with a partner. a. Students will be strategically partnered low & high. ELL student will be partnered with Creole speaking partner. Students must work together to solve each problem and must agree on every answer. b. Partnerships that finish early will work to complete the challenge listed on the Smartboard. 2. Each group will present the steps to solving one of the problems with the class. Check for Understanding 3. Call students up one at a time to measure the distance between the two desks and write it in their notebooks. 4. Ask students to share their measurements and choose the three most popular measurements to try. a. Discuss success or failure to make the cardboard stay. 5. Discuss the necessity of fractions to solve this problem. Ask students to think of other life experiences that may require the use of mixed numbers. 6. Ask students to choose one of the unit guiding questions to answer in their notebook as a result of the days class. If time permits discuss answers. Assessment 7. Collect and correct the classwork problems to assess student understanding of the objective. 8. Check notebooks for answers to the guiding questions. Use the results to determine which students understood the concepts and who should be referred to the morning math group or extra practice with the math specialist.