UNIT PLAN 5TH GRADE: MULTIPLICATION OF FRACTIONS

Kristy Donaldson EDUC 351 Spring 2014

Table of Contents:
Standards: pgs. 2-3 Statement of Enduring Understandings and Essential Questions: pg. 3 Rationale: pgs. 3-4 Objectives Overview: pgs. 4-6 Unit Calendar: pgs. 6-21 Lesson Plans 1: pgs. 22-26 2: pgs. 26-30 3: pgs. 30-36 Performance Task: pgs. 36-47 Reference List: pg. 47

Standards:
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Common Core-Standards for Mathematical Content- 5.NF: Number and Operations-Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? ISTE Standards
1.) Make sense of problems and persevere in solving them.

4.) Model with mathematics. Health and Physical Education Standards Standard 1: Personal Health and Fitness- Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Art Standard #2-Knowing and using arts material and resources Students will be knowledgeable about and make use of the material and resources available for participation in the arts in various roles. MST Standard #5 Key Idea: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms 2

5.2e: In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state.

Statement of Enduring Understandings & Essential Questions:

Enduring Understandings:
The amount of nutrients we take in, needs to remain balanced so that our bodies can be healthy. Multiplying fractions is a skill that will be applied to real world use outside of the classroom. Knowing how to properly multiply fractions will help you to solve real world problems. Students will understand what multiplication of fractions is and how to apply it to various parts of their everyday lives.

Essential Questions:
How does what you eat effect your body? What can you do to make sure you make healthy food decisions? How is multiplying fractions applied real world context? Why are nutrition labels a key tool in maintaining personal health?

Rationale:
This Units content on multiplying fractions and understanding the concepts behind fractions are incredibly important in a students ability to build off of prior knowledge, add to that knowledge, and expand their thinking. The content found throughout the lessons and the Performance Task reaches out to students strengths and needs in the conceptual understanding of fractions and how to multiply them. Each lesson has been created with the social justice theme of achievement in mind. The promotion of achievement plays a large role to advance social justice. In order for students to make achievements during this unit, it was created to provide opportunities and resources for all different 3

types of learners. Each lesson plan was created so that it reached out to various students strengths, supported those strengths, and pushed them to achieve even more. One of the main goals throughout the course of this unit was to have students grow individually and become aware of all that they could achieve. The lessons were designed to engage learners in new content so that they would want to expand their knowledge on the content that was presented to them. Another social justice theme that was supported within this unit was knowledge. During the course of the unit students were given opportunities to gain a deeper understanding of the concept through interactions with the teacher, with texts, and with other peers. It is the overall goal that by promoting students to interact and work collaboratively with peers during several parts of the unit that they will then create a community of learners. Within this community of learners, students have to chance to gain knowledge from not only the educator but from the peers as well. This unit is important because the topic of multiplying fractions and the concepts behind fractions, are found throughout our society. Its important that students learn how to apply the knowledge that they gain through this unit and others to real world contexts. Overall, this unit reaches out to all of the different types of learners, helps them to achieve a deeper level of understanding, and apply this new knowledge to real world contexts.

Objectives Overview:
Day 1
Objective: Students will interpret a fraction as division in order to solve the problems posed about the weight of jelly beans being equally divided into 3 bags. SWBAT: Solve

Day 2
Objective: Student will use tape diagrams to model fractions as division. SWBAT: Solve fraction problems through the use of hands on

Day 3
Objective: Students solve word problems involving the division of whole numbers with answers in the form of fractions or whole

Day 4
Objective: Relate fractions as division to fraction of set. SWBAT: To use hands on manipulatives to help them relate fractions as

Day 5
Objective: Students will show how a balanced diet looks through fractions. SWBAT: Students will be able to list 4

problems posed about the weight of pounds and the equal distribution of them into 3 bags. From this they will be able to interpret fractions as division.

material as well as tape diagrams. They will be able to accurately label the tape diagrams to show their understanding of the concept.

numbers SWBAT: Work in small groups and individually to solve word problems that involve the division of whole numbers with answers in the form of fractions or whole numbers. They will be able to create their own word problem.

division to fraction of set while working on faction problems that directly relate to the class.

the essential nutrients: grains, proteins, fruits, vegetables, and dairy. Students will be able explain why we need a balanced diet. Students will be able to connect fractions to the essential nutrients.

Day 6
Objective: Students will apply an understanding of the multiplication of any whole by a fraction while solving what the entire class wants to eat and drink for lunch. SWBAT: Collect data on the whole class and use that information to help them solve fraction problems that focus around multiplying any whole by a fraction.

Day 7
Objective: Students will successfully create an outline for a garden by multiplying unit by unit fractions in order to solve what type of vegetables will be planted in various fractioned part. SWBAT: Create an outline on graph paper that clearly depicts what fraction of the garden will be planted with certain vegetables. They will be able to connect this topic to the concept of multiplying unit by unit fractions.

Day 8
Objective: Students will apply understanding of how to multiply unit by non-unit fractions in order to figure out what fraction of a music library holds various genres of music. SWBAT: Multiply unit by non-unit fractions and apply this understanding to solving multiple problems revolving around fractions of music in a music library.

Day 9
Objective: Students will solve the problem that is posed by multiplying unit fractions by nonunit fractions and modeling the solution through a tape diagram. SWBAT: Explain how they solved the problem of the art poster layout by sharing their ideas with the class. Explain how to solve real world problems with the visual representation of the tape diagram.

Day 10
Objective: Students will solve several variations of fraction multiplication problems while working through their review packet. SWBAT: Examine a nutrition label and use the information they gathered from the label to solve a word problem. Explain the importance of nutrition labels when it comes to maintaining personal health through group discussion.

Day 11
Objective: Multiply unit by non-unit

Day 12
Objective: Multiply unit by

Day 13
Objective: Multiply unit by

Day 14
Objective: Convey a clear 5

fractions in order to complete the conversion/adaptation of cooking recipes. SWBAT: Apply the conceptual understandings of multiplying fractions that they have gathered over the course of the unit plan and apply it to this section of the performance task.

non-unit fractions in order to solve what fraction of the class will be baking, what fraction of the class will be baking certain baked goods, and what fraction of the class will advertise for the sale. SWBAT: Apply the conceptual understandings of multiplying fractions that they have gathered over the course of the unit plan and apply it to this section of the performance task.

non-unit fractions and demonstrate and understanding of multiplying fractions by solving algorithm problems as well as properly labeling and dividing up a tape diagram that represents an art poster. SWBAT: Apply the conceptual understandings of multiplying fractions that they have gathered over the course of the unit plan and apply it to this section of the performance task.

understanding of the Performance Task through a reflection/written narrative of the various sections within the Performance Task. SWBAT: Write a complete reflection and narrative of their findings from the entire performance task.

Unit Calendar:
Day 1: Standard Connection: Candy Shop 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? Students will interpret a fraction as division in order to solve the problems posed about the 6

Objective:

Materials: Learning Activities:

weight of jelly beans being equally divided into 3 bags. Bag of jelly beans, 3 plastic bags for each student, packet of problems, scale Students will be introduced to the task of figuring out how many pounds of jelly beans will be in divided among 3 bags. Students will work hands on with the jelly beans weighing them to make sure they start off with 4 grams and then filling the bags with how much think should be in each so that there is an equal amount. Students will test their work by then placing each bag on the scale to check for equal weight. After exploring students will answer the following questions:
1.) You poured 4 grams of jelly beans equally into 3 bags. What is the weight of each bag? 2.) Your friend Alex doubled the number of grams of jelly beans to be poured equally into 3 bags, what is the weight of each bag? 3.) If your friend Minnie doubled the number of grams again and they are poured into 3 bags, what is the weight of each bag?

Assessment:

Students will solve the problems through written algorithms as well as models. PLAN: Students will be graded on the completion of the three problems. TOOL(S): Teacher created rubric. EVALUATION: Students will be evaluated on the following criteria; solved problems through algorithms and models, solved the problems correctly Costume Design 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 7

Day 2: Standard Connection:

Objective: Materials: Learning Activities:

Student will use tape diagrams to model fractions as division. 3 meters of ribbon for each group, scissors, packet of questions Students will be posed with the task of being a costume designer for the school play. They will first answer the following question by measuring and cutting a 3 meter ribbon:
1.) A 3 meter ribbon is cut into 4 equal pieces to make bows for a hat. What is the length for each piece?

After students measure and cut the ribbon they must then solve the problem by using a tape diagram to demonstrate how they solved the problem. After, they will answer the following questions by demonstrating the problem/solution through the use of the tape diagram.
2.) 14 yards of fabric is cut to make 3 dresses. If each dress uses the same amount of fabric, how many yards will be used to make each dress? 3.) You spent $40 on 5 hats for the play. How much did each hat cost?

Assessment:

PLAN: Students will be graded based off of their response to each of the questions posed. TOOL(S): Teacher created rubric. EVALUATION: Students will be evaluated through the following criteria; student has solved each problem correctly, student has demonstrated a clear understanding of fractions as division through the use of tape diagrams. Ice Cream Store 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 8

Day 3: Standard Connection:

Objective:

Materials: Learning Activities:

Students solve word problems involving the division of whole numbers with answers in the form of fractions or whole numbers Individual white boards Students answer the following questions together in small groups:
1.) An ice-cream shop uses 4 pints of ice cream to make 6 sundaes. How many pints of ice cream are used for each sundae? 2.) An ice-cream shop uses 6 bananas to make 4 identical sundaes. How much banana is used in each sundae? Use a tape diagram to show your work.

Assessment:

Students then individually create a word problem similar to the ones above and have one of their group members solve it. They need to make sure that the problem involves the division of whole numbers with answers in the form of fractions or whole numbers. PLAN: Students are evaluated on their ability to write a word problem and solve a word problem posed to them. TOOL(S): Teacher created rubric. EVALUATION: Students are evaluated by the correctness of the word problem/how well their peers were able to comprehend it. They are also evaluated on the correctness of the answer of the problem that they solve. In Our Classroom 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? Relate fractions as division to fraction of set. Trading chips, packet of questions, pencil Student will work with trading chips to help them 9

Day 4: Standard Connection:

Objective: Materials: Learning Activities:

work through the following questions. They will solve the questions about the classroom in the packet as well as use models to demonstrate their understanding:
1.) In our class of 24 students, 5/6 are boys. How many boys are in the class? 2.) How many girls are in the class? 3.) In our class we have 20 posters, are used for information about ELA. How many posters are used to inform us about ELA? 4.) In our class we have 35 markers, 4/5 are white board markers. How many of our markers are white board markers?

Assessment:

PLAN: Students will be evaluated on how correctly they answer the questions. TOOL(s): Teacher created rubric. EVALUATION: Students will be evaluated on the correctness of their answers and also if they used multiple ways of solving the questions. A Well Balanced and Nutritious Diet Common Core-Standards for Mathematical Practices #4- Model with mathematics Common Core-Standards for Mathematical Content- 5.NF: Number and OperationsFractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. MST Standard #5 Key Idea: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms 5.2e: In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state. Art Standard #2-Knowing and using arts 10

Day 5: Standard Connection:

material and resources Students will be knowledgeable about and make use of the material and resources available for participation in the arts in various roles. Objective: Students will be able to list the essential nutrients: grains, proteins, fruits, vegetables, and dairy. Students will show how a balanced diet looks through fractions. Students will explain why we need a balanced diet. Foods from the essential food groups -Loaf of bread -Whole grain pasta -Salad greens/tomatoes -Grapes/berries -Chicken breast -Milk Paper Plates Crayons of various colors Ruler Large Paper/poster paper Exit ticket (teacher created) Food List/Information cards (teacher created) Students first discuss and think about what the 5 essential nutrients are and what some foods are from each group. The students then break into 5 groups, one for each nutritional group. They then explore portion sizes and what they think the proper portions sizes are for their nutritional group. The students then write a fraction for what they think their portion size should be. The groups share out loud their ideas and we have a class discussion. The teacher then introduces what a well-balanced diet looks like and then passes out a paper plate. The students then have to divide the entire plate into proper fractions and label how much of each nutritional group needs to be on the plate. The students use art supplies to properly label the paper plates. PLAN: Students are assessed using a rubric on the final product of their paper plate that accurately depicts what a well-balanced meal would look like. TOOL(S): Teacher created rubric 11

Materials:

Learning Activities:

Assessment:

EVALUATION: Students are evaluated on the following criteria; students correctly divide sections of the paper plate so that the food groups are included, students correctly label the plate into fractions of , and students demonstrate deep thinking about why a balanced diet is needed. Day 6: Standard Connection: Classroom Lunch 5.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product of (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.) Students will be able to apply an understanding of the multiplication of any whole by a fraction while solving what the entire class wants to eat and drink for lunch. List of lunch options, number of students in the class, paper, pencil Students will be given the task to figure out what fraction of the class wants option 1 or option 2 for lunch. They will first examine how many students are in the class and then take a class vote for who wants option 1 for lunch (hotdog, pretzels, and an apple) or option 2 (hamburger, chips, and a banana). After students collect the data they will then solve several word problems the revolve around the different food items and the fraction of the class that wants to eat them PLAN: Students will be assessed through a rubric that has criteria for what they needed to complete. TOOL(S): Teacher created rubric. EVALUATION: Students will be evaluated on the following criteria; student set up algorithms properly, students solved algorithms correctly. Building a Garden 5.NF.4a Apply and extend previous understandings of multiplication to multiply a 12

Objective:

Materials: Learning Activities:

Assessment:

Day 7: Standard Connection:

Objective:

Materials: Learning Activities:

Assessment:

fraction or whole number by a fraction. a. Interpret the product of (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.) 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem Students will create an outline for a garden by multiplying unit by unit fractions in order to solve what type of vegetables will be planted in various fractioned part. Ruler, large grid graph paper, pencil, seed packets Students will be handed 5 different seed packets; green beans, tomatoes, lettuce, carrots, and broccoli. They will be posed with the problem to properly lay out a garden on a piece of grid paper. In order to figure out what fraction of the garden will hold each type of vegetable, students will have to multiply unit by unit fractions. Students will then color in and label the garden with the proper fractions and vegetables as well as produce a sheet of paper that shows the algorisms that they solved. PLAN: Students will be graded through a teacher created rubric. TOOL(S): Teacher created rubric EVALUATION: Students will be evaluated on the following criteria; completeness of algorithm sheet, correct fractions labeled on the garden graph paper, the garden graph paper is organized and clearly labeled/understandable. Music Library 5.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product of (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) = 8/15. 13

Day 8: Standard Connection:

Objective:

Materials:

(In general, (a/b) (c/d) = ac/bd.) 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem Students will apply understanding of how to multiply unit by non-unit fractions in order to figure out what fraction of a music library holds various genres of music. Computer with an ITunes music library, paper, pencil, note packet Students will be told that the music library on the iTunes account holds 4/5 of music that you enjoy listening to. They will then be told what fraction of that music holds 4 different types of music; jazz, R&B, folk, and rock. They will then be working through a note packet where they are collecting information about the music library and what fraction of the music you have is each of the 4 genres. PLAN: Students will be graded using an exit ticket where they explain their findings. TOOL(S): Exit ticket and teacher created rubric EVALUATION: Students will be asked to explain the 4 different fractions that they found for the 4 different genres. They will be evaluated on the following criteria; student lists all 4 different genres, student found the correct fraction for each genre. Poster Design by Fractions Common Core-Standards for Mathematical Practices #4- Model with mathematics Common Core-Standards for Mathematical Content- 5.NF: Number and OperationsFractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or 14

Learning Activities:

Assessment:

Day 9: Standard Connection:

equations to represent the problem Art Standard #2-Knowing and using arts material and resources Students will be knowledgeable about and make use of the material and resources available for participation in the arts in various roles. Objective: Students will create a tape diagram that correctly represents the fractions used when planning the layout of their art poster. Students will solve the problem that is posed by multiplying unit fractions by non-unit fractions. Students will explain how they solved the problem of the art poster layout by sharing their ideas with the class. Students will explain how to solve real world problems with the visual representation of the tape diagram. Large pieces of tape strip diagrams, Colored pencils, markers, and crayons, Paper, Smart Board, Anticipatory set poster, Rulers Students work with large cut outs of tape diagrams in order to correctly label and divide the model to represent a solution to the problem that is posed to them. The tape diagram represents an outline for a poster that they are designing about the rainforest. They work through two different problems where they have to multiply fractions in order to figure out what fractions of the poster need to include specific information. Students label the tape diagram using various art materials. PLAN: Students will be assessed on the second word problem that they are asked to solve using a rubric. They also will fill out an exit ticket that asks them to connect fractions to everyday life. TOOL(S): Teacher created rubric and exit ticket. EVALUATION: Students are evaluated by the following criteria; correctness of answer, how well they used the tape diagram, and how well they labeled the tape diagram with proper information. Nutrition Labels and Multiplying Fractions 15

Materials:

Learning Activities:

Assessment:

Day 10:

Standard Connection:

Common Core-Standards for Mathematical Practices #4- Model with mathematics #1- Make sense of problems and persevere in solving them. Common Core-Standards for Mathematical Content- 5.NF: Number and OperationsFractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem Health and Physical Education Standards Standard 1: Personal Health and Fitness- Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Students will examine a nutrition label and use the information they gathered from the label to solve a word problem. Students will explain the importance of nutrition labels when it comes to maintaining personal health through group discussion. Students will solve several variations of fraction multiplication problems while working through their review packet. Review packet, nutrition labels, nutrition label diagram Students will begin by exploring a nutrition label for a bag of baked lays. They will then do their best to solve a multiple step problem that connects fractions to the nutrition label. After they have tried to solve the word problems, the teacher will then go through and explain the various parts of the nutrition label so that students can deepen their conceptual understanding. Students will then work through a review packet that includes different types of word problems that deal with the multiplication 16

Objective:

Materials: Learning Activities:

Assessment:

of fractions. Each of the questions include various amounts of information that directly pertains to information that would be found on a nutrition label. PLAN: Assess students on their overall performance on the initial question asked, as well as the completion of the packet. TOOL(S): Teacher created scoring rubric EVALUATION: Students will be evaluated on two major areas of criteria: the overall correctness of the problems posed to them and the connection they make to nutrition labels. Students will also receive an exit ticket in the end of the packet that will ask them to stretch what they know about nutrition labels and why it is so important to be knowledgeable about nutrition labels. Performance Task Common Core-Standards for Mathematical Content- 5.NF: Number and OperationsFractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem ISTE Standards
2.) Make sense of problems and persevere in solving them.

Day 11: Standard Connection:

4.) Model with mathematics. Objective: Multiply unit by non-unit fractions in order to complete the conversion/adaptation of cooking recipes. Performance Task Packet Student will be filling out the first part of the Bake Sale Performance Task Packet. In this section, students will be looking at the two recipes for the cookies and the brownies and will have to convert the 2 recipes in order to make larger batches of both baked goods. 17

Materials: Learning Activities:

Assessment: Students will be assessed at the end of the 4 day Performance Task Packet using the Performance Task Rubric

PLAN: Score at the end of the 4 day Performance Task Packet TOOL(S): Teacher created Performance Task Rubric EVALUATION: Rubric provided at the end of the Unit Calendar. Performance Task Common Core-Standards for Mathematical Content- 5.NF: Number and OperationsFractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem ISTE Standards
3.) Make sense of problems and persevere in solving them.

Day 12: Standard Connection:

4.) Model with mathematics. Objective: Multiply unit by non-unit fractions in order to solve what fraction of the class will be baking, what fraction of the class will be baking certain baked goods, and what fraction of the class will advertise for the sale. Performance Task Packet Students will be filling out the second section of the Performance Task labeled Job Roles. During this section of the packet, students will be applying their knowledge of multiplying fractions in order to solve the 3 questions that this section poses. PLAN: Score at the end of the 4 day Performance Task Packet. TOOL(S): Teacher created Performance Task Rubric. EVALUATION: Rubric provided at the end of the calendar. Performance Task 18

Materials: Learning Activities:

Assessment: Students will be assessed at the end of the 4 day Performance Task Packet using the Performance Task Rubric.

Day 13:

Standard Connection:

Common Core-Standards for Mathematical Content- 5.NF: Number and OperationsFractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem ISTE Standards
4.) Make sense of problems and persevere in solving them.

4.) Model with mathematics. Objective: Multiply unit by non-unit fractions and demonstrate and understanding of multiplying fractions by solving algorithm problems as well as properly labeling and dividing up a tape diagram that represents an art poster. Performance Task Packet Students will be filling out the third part of the Performance Task Packet labeled Advertising. For this section they will be given guidelines from the classroom teacher and then solve several word problems. After they solve the 3 word problems that deal with how each section of the advertising poster should be used, they will then demonstrate that they can represent this knowledge by using a tape diagram. On this tape diagram they will then properly label, mark and divide the various sections. PLAN: Score at the end of the 4 day Performance Task Packet. TOOL(S): Teacher created Performance Task Rubric. EVALUATION: Rubric provided at the end of the calendar. Performance Task CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 19

Materials: Learning Activities:

Assessment: Students will be assessed at the end of the 4 day Performance Task Packet using the Performance Task Rubric

Day 14: Standard Connection:

Objective:

Materials: Learning Activities:

Assessment: Students will be assessed on this final day on the total completion of the Performance Task packet and all its different parts.

CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Convey a clear understanding of the Performance Task through a reflection/written narrative of the various sections within the Performance Task. Performance Task Packet Students will create a written piece of work based on the following criteria: You should report to your teacher: How you converted the recipes, by multiplying fractions, in order assure your teacher your class would make enough baked goods. What fraction of the students in the class were given the role of bakers or advertisers as well as what fractions of the bakers made cookies or brownie bites. How you used multiplying fractions to help you design the poster while meeting the specific criteria for what the poster had to include. You should reflect on: What strategies did I use to help me find solutions to problems? What did I do well? What can I still improve on? How could the skills I learned/used during this project help me in the future? PLAN: Collect the entire Performance Task packet from the students in order to assess them for understanding. TOOL(S): Teacher created Performance Task rubric. EVALUATION: Students will be evaluated on each of the sections from the Performance Task Packet.

20

Components
Converting Recipes

Exemplary (3)
Both recipes are converted correctly for the right amount of serving size. Work is shown to demonstrate understanding. All questions are answered correctly and are solved using either models or algorithms to demonstrate understanding.

Proficient (2)
Both recipes are converted with only a few mathematical errors. Some work is shown to demonstrate understanding.

Developing (1)
Either some of both recipes are converted OR only one is completed. Mathematical errors are found throughout the charts. Little to no work is shown. Either one of the questions is answered correctly OR there is little to partial work shown on the other problems. Models and algorithms are not used/occasionally used to help solve the problem. Several blanks are left open for the questions. The tape diagram is either not used or labeled incorrectly.

Job Roles

Most of the questions are answered correctly/partially correct and are solved using either models or algorithms to demonstrate understanding of the questions. Most of the questions are solved correctly. The tape diagram is used to demonstrate understanding. The tape diagram is labeled only partially correctly and does not fully align to the answers given above it. More than half of the bullet points are answered for both the report and reflection section, but not all are answered. Some details and examples are used to support the writing.

Advertising

All questions are solved correctly. The tape diagram is used to demonstrate understanding. The tape diagram is labeled accurately and neatly to clearly show the correct fractions. All bullet points in both the report and refection sections are answered. Details and examples are used directly from the various parts of the performance task to support the writing.

Report/Reflection

Less than half of the bullet points are answered for both the report and reflection. Little to no details or examples are used to support the writing.

21

Full Lesson Plans:

First Lesson
Introduction
Title: A Well Balanced and Nutritious Diet Grade Level: 5 Area(s) of Child Development Cognitive development is supported because children are thinking about what they eat and how nutrients effect their bodies. Linguistic development is supported because children must explain why a balanced diet is important to the teacher and to one another. Time Estimate: 30 min Content Area: Nutrients and Maintaining Health & Promoting Growth (Science) Materials Needed: Foods from the essential food groups
-Loaf of bread -Whole grain pasta -Salad greens/tomatoes -Grapes/berries -Chicken breast -Milk

Paper Plates Crayons of various colors Ruler Large Paper/poster paper Exit ticket (teacher created)

22

Food List/Information cards (teacher created)

Technology: The rulers represent a use of technology for this lesson.

Standards: Common Core-Standards for Mathematical Practices #4- Model with mathematics Common Core-Standards for Mathematical Content- 5.NF: Number and Operations-Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. MST Standard #5 Key Idea: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms 5.2e: In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state. Art Standard #2-Knowing and using arts material and resources Students will be knowledgeable about and make use of the material and resources available for participation in the arts in various roles. * Literature was not used for this lesson because of the time restraint as well as to have more of a focus on group work and incorporating art into the sciences.

Enduring Understanding: The amount of nutrients we take in, needs to remain balanced so that our bodies can be healthy. Essential Questions: How does what you eat effect your body? What can you do to make sure you make healthy food decisions? Objectives Students will be able to list the essential nutrients: grains, proteins, fruits, vegetables, and dairy. 23

Students will show how a balanced diet looks through fractions. Students will explain why we need a balanced diet. Misconceptions: Carbohydrates (found in grains) are bad for you and can make you gain weight. Protein can only be found in meat.

Procedures
Anticipatory Set: Bring in a bag of food (containing the foods from the essential food groups). Tell the class that you had went grocery shopping and bought some of your favorite foods. Begin to take the foods out of the bag and place them on the table. (This is intended to get the students attention and to start thinking about food). Discrepant Event: Problem Posing: Produce the following story problem to introduce the lesson. I love making meals at home but sometimes Im afraid Im not including everything. Last night I made a meal with the ingredients I just showed you, but I made mostly pasta, 2 chicken breast, and only a small salad with a couple of grapes after. I made so much pasta that I was so full and barely ate my salad. How can I make sure that I am getting the right amount of food? What do I need to be thinking about when I am making meals? Prior Knowledge: Have students brainstorm what a well-balanced meal would look like. Write down their ideas. Ask them to discuss in a group what they think essential nutrients might be. Investigation: Have students share out what they think the 5 essential nutrients are: grains, protein, fruits, vegetables, and dairy. Ask them what they know about the food pyramid and if these connect to the 5 main food groups. Have students then break into 5 groups. Assign each group one of the food groups. On a piece of large paper/poster paper: Have each group write down or draw foods that they have eaten or foods that they think would be found in each nutritional group. Then have them predict what they think a correct portion size would be for their food group. Ask them to write it out in a fraction and then plot the fraction in a graph of their choice (i.e. line or pie chart). (Make sure they know that the blank space, or remaining space, is the rest of the portions of the food groups) 24

Allow each group to share out loud what they thought about the foods as well as the portion size.

Assessment: I will then present them with an image of what a well-balanced meal looks like according to the USDA. I would then pass out paper plates to each students as well as crayons. I would then ask them to then divide their plate into proper fractions and draw on it what food would go where, using the food I brought into class. They would use the ruler to divide their paper plate into equal parts and the crayons to draw the food. I would also pass out a smaller paper plate to act as the dairy product (but remind them that its not included in the fraction of food thats on the plate). Allow students time to draw and create their paper plate of food and prompt them with these questions: *Would I want to have a larger portion of meat or vegetables? *What would you label each fraction as? On the back of the plate have students answer the following questions: Why is a well-balanced diet so important? How do fractions connect to portion sizes? Closure: Ask students to start thinking about what else they can do to keep their body healthy. As an exit ticket into the next lesson ask them to write down a few ideas.

Rubric for Paper Plate Activity/Assessment:

Expectation Students correctly divide sections of the paper plate so that the food groups are included. Students correctly label the plate into fractions of 1/4. Students demonstrate deep thinking about

Target (3 pts)

Acceptable (2 pts)

Developing (1 pt)

25

why a balanced diet is needed. Final Score:

Modifications (Differentiation): I would have print outs of the correct food portions example for students that either needed it as a reference or that needed it for visual needs. I would also have note cards ready that listed the 5 main nutritional groups so that students could use it as a reference after we discussed them out loud. Resources: "MyPlate Kids' Place." MyPlate Kids' Place. N.p., n.d. Web. 04 Feb. 2014. <http://www.choosemyplate.gov/kids/>.

Second Lesson
Introduction
Title: Poster Design by Fractions Grade Level: 5th Area(s) of Child Development: Cognitive development is supported because children have to learn how to correctly multiply fractions. Linguistic development is supported because children must explain their reasoning for dividing the tape diagram as well as how they solved the problem. Time Estimate: 30 minutes Content Area: Math: Multiplication of a Fraction by a Fraction Materials Needed:
Large pieces of tape strip diagrams Colored pencils, markers, and crayons Paper Smart Board Anticipatory set poster Rulers

26

Technology: Smart Board and rulers Standards: Common Core-Standards for Mathematical Practices #4- Model with mathematics Common Core-Standards for Mathematical Content- 5.NF: Number and Operations-Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem Art Standard #2-Knowing and using arts material and resources Students will be knowledgeable about and make use of the material and resources available for participation in the arts in various roles. * Literature was not used for this lesson because of the time restraint as well as to have more of a focus on group work and incorporating art into the sciences.

Enduring Understandings: Multiplying fractions is a skill that will be applied to real world use outside of the classroom. Knowing how to properly multiply fractions will help you to solve real world problems. Blooms Taxonomy: Knowledge: Accurately label the poster to demonstrate what the fractions are. Comprehension: Explain how much of the poster would be just about trees that are found in tropical rainforests. Creating: Construct a tape diagram that represents the fractional layout of your art poster. Analysis: Distinguish what fractions of the poster is about plant life and what fraction is just about trees by using artistic mediums. Essential Questions: How is multiplying fractions applied real world context? Objectives: Students will create a tape diagram that correctly represents the fractions used when planning the layout of their art poster. 27

Students will solve the problem that is posed by multiplying unit fractions by non-unit fractions. Students will explain how they solved the problem of the art poster layout by sharing their ideas with the class. Students will explain how to solve real world problems with the visual representation of the tape diagram. Misconceptions: Students overgeneralize what the actual whole is when it comes to multiplying fractions.

Procedures
Anticipatory Set: I would come into the classroom looking upset and frustrated while holding a poster. I would walk to the front of the room and show the classroom an unorganized poster. The poster would have mix-matched pictures everywhere and a title that wasnt even relevant to the pictures and writing that was on the poster. I would tell the student how unhappy I was with the layout of the art poster and how I wish there would have been a way to better organize the poster so that all the information was equally divided up. I would then ask students to problem solve with a partner how the poster could be organized better and then have them share ideas to the class.

Discrepant Event: Problem Posing: Produce the following story problem to introduce the lesson. You have been assigned to create an artistic poster for an art project that represents all that you are learning on the tropical rainforests. However, before starting to design the poster you have to create a layout that is correctly proportioned to make sure you include all the information. You are working with a partner and they have to research information on the trees found in tropical rainforests. It is your job to tell them how much space they have so that they know how much information to include. Out of the whole poster you have to dedicate of the poster that includes information of the plant life in tropical rainforests, of that section of the poster is then to be just about trees in tropical rainforests. How much of the entire poster is just going to be about trees? Investigation: Distribute the large tape diagrams as well as art supplies to the students. Ask them to use the tape diagram to show you how they would lay out the poster with the correct fractions so that it would be clear to their partner how they would know what fraction of the poster they have in order to include the correct amount of information. I will prompt them to use the art supplies as tools to help identify the sections of the posters.

28

I will walk around the room to check for understanding of the problem and what is asked of them. If anyone finishes early I will ask them to write a number problem on a separate sheet of paper to depict what the fraction problem would look like in number form. When all students were done I would have a few students volunteer to present to the class how they solved the problem as well as explain how they used the art tools to help identify the fractions of the poster. I will then go up to the Smart Board and draw a tape strip diagram and walk the students through the steps to solving the problem:
Write the multiplication expression on the board next to the tape diagram: x Write next to the expression that it is of Divide the tape diagram in half by drawing a line directly down the middle. Color in one of the halves green and label above it: Plant Life = Divide that green colored section into 4 equal parts to represent s Color in 3 of the 4 parts blue and label above that section: Trees = Ask students what you could then do to figure out what fraction of the entire poster would be just about trees found in the rainforest. Divide the other half of the poster into 4 equal parts. Ask students how many pieces the poster is broken into. Ask them what fraction of the whole poster would be just about trees. Write the answer on the board (3/8). And then solve it using just a numeric equation (3/4 x ) Solve by multiplying the numerators together and then the denominators together.

Assessment: For assessment I will present the following problem and ask students to answer the following question on a blank piece of paper by using a tape diagram to support their answer. On the other of the poster you are including information about the animals that live in the tropical rainforests. However, 2/5 of that section on animals is just about the different types of birds that live in the rainforest. How much of the entire poster is just about birds? Prompt students to:
Use art supplies to distinguish between the fractions. Label the tape diagram. Write the number problem down and show how they solved the problem mathematically.

Scoring Rubric (to be used on the piece of paper they hand in with the answer to the above question) Correctness of Answer Target (3) Used mathematical reasoning to correctly answer the question. Acceptable (2) Only answered the question partially correct, but showed understanding of the mathematical concept of Developing (1) Did not answer the question correctly. Points Given

29

Used Tape Diagram to solve problem

Used the tape diagram to effectively show how they solved the problem.

Accurately Labeled Tape Diagram Total Score

Used art tools as well as numbers to accurately label the tape diagram.

multiplying unit fractions by nonunit fractions. Tape diagram vaguely shows how they solved the problem. However, the tape diagram was still used. Used numbers or art to accurately label the tape diagram.

Did not use the tape diagram as a way to demonstrate how they solved the problem Did not label the tape diagram with numbers or art supplies.

Closure: I will pass out an exit ticket and ask the students to do the following:
Name one real life situation you have experienced where fractions are involved.

Resources: Common Core Math Standards and Practices http://www.corestandards.org/ Common Core Math Modules: Grade 5 Module 4 http://www.engageny.org/mathematics

Modifications (Differentiation): I would write the first investigation problem on the Smart Board for students that have visual impairments. I would do the same for the assessment problem as well. I would also write on the board what the directions are for the assessment problem so that if students needed to, they could reference back to it. I could also provide more large tape strips for students that would like a larger surface to draw and solve on.

Third Lesson
Introduction
Title: Nutrition Labels and Multiplying Fractions Grade Level: 5

30

Area(s) of Child Development: Cognitive development is supported because they have to solve various types of fraction multiplication problems. Linguistic development is supported because children must explain their understanding of how nutrition labels connect to fractions. Time Estimate: 30 minutes Content Area(s): Multiplication of a Fraction by a Fraction, Personal Health and Fitness Materials Needed: Problem Posing Worksheet (teacher created) Packet of Review Questions (teacher created) Nutrition Label Explanation Baked Lays Nutrition Label Paper Pencil Different Foods with Nutrition Labels (teacher choice) Technology: Review packets, pencils Standards: Common Core-Standards for Mathematical Practices #4- Model with mathematics #1- Make sense of problems and persevere in solving them. Common Core-Standards for Mathematical Content- 5.NF: Number and Operations-Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem Health and Physical Education Standards Standard 1: Personal Health and Fitness- Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Literacy Connection:

31

Students will be learning how to properly read a nutrition label. They will need to be critical readers of informational text and do their best to decode aspects of the nutrition labels. Students will also be reading more informational text with the handout that explains in detail what various parts of the nutrition label mean. Enduring Understandings: Students will understand what multiplication of fractions is and how to apply it to various parts of their everyday lives. Blooms Taxonomy: Compare a few of the different nutrition labels. What are some similarities and differences you notice? (Comprehension) Identify what you think are some of the most important parts on a nutrition label. (Knowledge) Explain how you think a nutrition label might be related to math. (Comprehension) How many chips are in the bag? (Knowledge) How many calories are in the entire bag of chips? (Knowledge) If I took out of the chips but only ate 2/3 of the chips, how much of the entire bag would I eat? (Application) How many calories would I be eating if I only at 2/3 of the of the chips that I took out of the bag? (Application) Essential Questions: How is multiplying fractions applied to real world situations? Why are nutrition labels a key tool in maintaining personal health? Objectives: Students will examine a nutrition label and use the information they gathered from the label to solve a word problem. Students will explain the importance of nutrition labels when it comes to maintaining personal health through group discussion. Students will solve several variations of fraction multiplication problems while working through their review packet. Misconceptions: Some learners see some fractions, e.g. 1 / 3 and 1 / 4, as interchangeable. This may be because the words quarter and third do not suggest the numbers 4 and 3.

32

Learners may find it difficult to reconcile what they see with the way they read the combination of two numbers in a fraction. Some explain that although a diagram clearly shows that 1 / 8 is bigger than 1 / 16, the 16 in their minds somehow takes over and tries to tell them 1 / 16 is a bigger number. Seeing the numbers in a fraction as two unrelated whole numbers separated by a line. Thinking that it is only the denominator that determines the size of the fraction. (National Research and Development Centre for Adult Literacy and Numeracy (NRDC) Maths4Life Article by Rachel McLeod and Barbara Newmarch)

Procedures:
Anticipatory Set: I will come into the class with a couple of different foods with food labels on them. I will distribute them around the classroom and ask students what kinds of things they notice about the different foods and their food labels. Students will then pass the different foods around the room and discuss with their classmates things that they notice. Prompt students to discuss the following with their classmates:
Compare a few of the different nutrition labels. What are some similarities and differences you notice? (Comprehension) Identify what you think are some of the most important parts on a nutrition label. (Knowledge) Explain how you think a nutrition label might be related to math. (Comprehension)

Allow students to share out some of their findings, ideas, and questions. Pass out the nutrition label with the explanation of the various parts of the label. Give students a chance to read it over and then go over the different parts of the nutrition label. Collect the different foods that you passed around before moving into the discrepant event. Discrepant Event: Problem Posing: I plan to have a bag of Baked Ruffles Lays with my lunch today. However, I am trying to eat a balanced diet and want to make sure that these chips arent too bad for me. I am going to focus only just on the calories that are in the bag. Examine the nutrition label for me and let me know the following:
a.) How many chips are in the bag? (Knowledge) b.) How many calories are in the entire bag of chips? (Knowledge) c.) If I took out of the chips but only ate 2/3 of the chips, how much of the entire bag would I eat? (Application) d.) How many calories would I be eating if I only ate 2/3 of the of the chips that I took out of the bag? (Application)

Investigation:

33

Pass out the nutrition label for the Baked Ruffles Lays chips as well as the paper with the Problem Posing question on it. Allow students time to solve the question either individually or with a partner. Tell them to solve the problem in any way they can think of. Walk around the room and observe how students are working through the questions. Prompt students to find multiply ways of solving the question if possible. When all students were done I would have a few students volunteer to present to the class how they solved the problem as well as explain how they used the nutrition label to help them work through the 4 steps of the question. Make sure that the students identify where on the nutrition label they got the information for parts A and B of the problem. After student have demonstrated how they solved the problem posing question walk through each step on the Smart Board. Make sure to pull up a picture of the nutrition label to use for reference. Part a.) Circle on the board where you would find the information to help you figure out how many chips are in the bag. Circle the top of the label where it tells you the serving size and the servings per container. Write the math problem on the board: 10 crisps x 10 servings per container = 100 chips per bag. Part b.) Underline Amount Per Serving and then circle Calories. Ask students:
How many servings are in the entire bag of chips? Write 10 when then respond. How many calories per serving? Write 120 when they respond. Write 10 servings per container x 120 calories per serving = 1,200 calories per bag of chips.

Part c.) Read the question again and then write 2/3 of . Underneath it write: 2/3 x = 2/6. Use a tape diagram to demonstrate as well if needed. Part d.) Use a tape diagram to demonstrate. Label the entire tape diagram as 1,200 calories. Divide the tape diagram in half. On one half label it 600 calories. With that section break it into 3 equal sections. Ask students: How many calories will each of these sections be? After they respond write 200 in each section. Shade in 2 of the sections to represent the 2/3 of the of the chips you ate. Ask students: If I ate 2/3 of the of the chips, how many calories would I eat? After students respond write 400 calories underneath the tape diagram. Assessment: For assessment I will present students with a packet of problems that are related to information that you would find on a food label. The questions are different types of problems that deal with the multiplication of fractions. They will work to solve the problems in whatever way works best for them as well as make connections at the end of the assessment to nutrition labels and multiplying fractions.

34

Scoring Rubric: The following rubric is used to assess students understanding of different types of fraction multiplication problems through their completion of the review packet. The rubric is also used to assess students understanding of nutrition labels and how they connect to multiplying fractions by answering the question during the Closing. Correctness of Problems Target (3) Used mathematical reasoning to correctly answer the questions. Acceptable (2) Only answered the questions partially correct, but showed understanding of the mathematical concept of multiplying fractions in various forms. Made connections to nutrition labels and fractions but was not very descriptive in their explanation. Developing (1) Only answered a few of the questions, which were partially correct. Points Given

Connections to Nutrition Labels

Made clear connections to nutrition labels and fractions by using an example that displayed an accurate understanding.

Made vague connections to nutrition labels and fractions with little to no explanation.

Total Score

Closure: Have students turn to the back of their review packet to the written response questions. Students will answer the following questions in order to tie together the anticipatory set, problem posing question, and the review packet.
1.) What is a connection you can make between nutrition labels and multiplying fractions? 2.) Why is it so important to understand how to read a nutrition label?

Resources: Google Images for Nutrition Labels McLeod, R., & Newmarch, B. (2006). Fractions. Maths4Life, Retrieved from www.nrdc.org.uk Common Core Math Standards and Practices http://www.corestandards.org/ Common Core Math Modules: Grade 5 Module 4 http://www.engageny.org/mathematics 35

Standards In Health and Physical Education Modifications (Differentiation): I would print out larger nutrition labels for those that had a visual impairment. Throughout the lesson I let students choose to work individually or with a partner so that they can work through the problems at a pace that is best suited for them. For students that wouldnt be able to write, I would assign a scribe as well as offer students to verbally explain their math to me while I wrote it. We could also work through the review packet together if students needed assistance in pacing.

Performance Task:

Overview:
You and your class are doing everything you can to raise money to go to Washington DC next year for a class trip. For a fundraiser you and your class have decided to have a bake sale. Your teacher has noticed that you are great at organizing events and have really good math skills. Both of these qualities landed you the job of organizing the bake sale! It is now up to you to look at the recipes you are making for the bake sale and convert them to make larger amounts of the bake

36

goods, figure out who in the class is baking what goods and who is going to design posters for advertising for the sale and just how those posters should be created. You have a lot of work to do and a lot of organizing so at the end of it your teacher wants you to send them a write up of your organizing process to make sure you didnt miss a step!

Part One: Converting Recipes Your first task as the bake sale organizer is to examine the two recipes that you and your class decided to bake (Chocolate Chip Cookies & Brownie Bite with Magic Frosting) and convert the recipes to make bigger batches of chocolate chip cookies and brownie bites. Chocolate Chip Cookie Recipe:
Makes 4 dozen (48 servings) Ingredients: 1 cup butter, softened 1 1/2 cups white sugar 2 eggs 2 teaspoons vanilla extract 2/3 cup cocoa powder 3/4 teaspoon baking soda 1/4 teaspoon salt 2 cups semisweet chocolate chips

37

2 cups all-purpose flour

1/2 cup chopped walnuts (optional)

Task to Complete: Adapt the recipe to feed ninety-six (96) people. Record the
new quantity of ingredients on the corresponding blanks. Makes ____ dozen (____ servings) Ingredients: ____ cup butter, softened ______ cups white sugar ____eggs ____teaspoons vanilla extract ____ cups all-purpose flour ____ cup cocoa powder ____ teaspoon baking soda ____ teaspoon salt ____ cups semisweet chocolate chips ____ cup chopped walnuts (optional)

Brownie Bites with Magic Frosting Recipe:

Makes 3 dozen (36 servings) Ingredients: 3/4 cup HERSHEY's Cocoa Powder 2/3 cup vegetable oil 2 cups white sugar 2 teaspoons vanilla extract 1 1/4 cups all-purpose flour 1 teaspoon baking powder 1 (10 ounce) package REESE's Peanut Butter Chips, divided

Task to Complete: Adapt the recipe to feed one hundred and forty-four (144) people. Record the new quantity of ingredients on the corresponding blanks.
Makes ____ dozen (____ servings) Ingredients: ____ cup HERSHEY's ____ cups all-purpose flour
38

Cocoa Powder ____ cup vegetable oil ____ cups white sugar ____ teaspoons vanilla extract

____ teaspoon baking powder ____ package REESE's Peanut Butter Chips, divided

Use the space below to model any math you did in order to solve the conversion of the recipes:

Part Two: Job Roles After figuring just exactly how much ingredients youre going to need to make your two recipes, you now need to be figuring out who is going to be doing all the baking. Use the information below to solve how many students are baking and what they are baking.

Information Known:
There are 24 students in your class. of your classmates have offered to bake, the rest offered to make signs to advertise for the bake sale.
39

Of the of the class that offered to bake, offered to bake the chocolate chip cookies.

Solve:
(Hint: For solving the problems use models or algorithms.)
How many students that baked, made chocolate chip cookies? Solve below.

What fraction of the entire class made chocolate chip cookies? Solve below.

40

Using the information above, how many of the students that offered to bake made the brownie bites? Solve below.

Part Three: Advertising

Advertising for your bake sale is very important. You want to make sure that you have posters displayed around the school so that people will want to buy your baked goods. In order to create these posters though, your teacher has created some strict rules on exactly what needs to be on the posters. It is up to you to draw a model of how these poster should be divided up so that your classmates that have offered to help create them, can make sure they are creating informative and organized posters with everything they need on them. Solve: If of the class offered to bake for the bake sale, how many made posters?

Fraction:__________ Guidelines from classroom teacher:

Number of Students:___________

of the poster must be used to provide information about the bake sale. Of that , is to be used for the title, location, and time of the bake sale. Solve: How much of the entire poster is used for just the title, location, and time of bake sale? Fraction:_________
41

 The other of the poster is used to display pictures and the baked goods youre selling. Of that , 2/4 is to be used just to tell people what baked goods are being sold. Solve: How much of the entire poster is used just to tell people what baked goods are being sold? Fraction:_________

Use the diagram on the follow page to clearly mark, divide, and label exactly what fraction of the poster is going to contain what information.
Layout for Bake Sale Poster:

42

Part Four: Report/Personal Reflection

Now that you have completed the three major tasks for organizing the bake sale, its time to report to your classroom teacher all that you completed as well as personally reflect on your time as the bake sale organizer and the projects you completed. You should report to your teacher: How you converted the recipes, by multiplying fractions, in order assure your teacher your class would make enough baked goods. What fraction of the students in the class were given the role of bakers or advertisers as well as what fractions of the bakers made cookies or brownie bites. How you used multiplying fractions to help you design the poster while meeting the specific criteria for what the poster had to include. You should reflect on: What strategies did I use to help me find solutions to problems? What did I do well? What can I still improve on? How could the skills I learned/used during this project help me in the future?

Student Checklist
43

Use the list below to help guide you through the packet and make sure everything is completed.
1.) Part One: Converting Recipes Examine both original recipes. Make sure both recipes are converted for appropriate amount of servings. 2.) Part Two: Job Roles Give number answers when the question asks for how many students baked certain items. Your answer for what fraction made cookies was out of the entire class, not just those who baked. 3.) Part Three: Advertising Follow the guidelines when using the diagram to represent the layout of the poster. Label each section (fraction) with the correct information. 4.) Part Four: Report/Reflection Make the report one paragraph. Respond to each bullet point. Use details and examples. Make the reflection a separate paragraph. Respond to each bullet point. Reflect on the rubric provided to make sure you include all parts.

Performance Task for Students in Grade 5

(Teacher Edition~Task Analysis)

44

Connecting Standards
Common Core-Standards for Mathematical Content- 5.NF: Number and Operations-Fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem ISTE Standards
5.) Make sense of problems and persevere in solving them.

4.) Model with mathematics.

Enduring Understanding
Fractions can be represented visually and in written form. Multiplication by a fraction is similar to division of whole numbers.

Essential Question(s)
How are fractions used in problem-solving situations? How do we apply our understanding of fractions in everyday life?

Learning Outcomes (Objectives)

Students will be able to demonstrate how fractions apply to everyday life through a written narrative. Students will be able to use fractions in problem solving situations in both model and written form.

45

Materials
Bake Sale Fundraiser Performance Task Packet Student Check List Rubric

GRASPS
Goal:
Your task is to organize a class bake sale to make sure the correct number of goods are baked, job roles are given, and posters get created to promote your bake sale.

Role:
You are the organizer of your class bake sale.

Audience:
You need to show your teacher that you successfully organized the bake sale.

Situation:
You have been asked to take on the role as the organizer for your class bake sale. You are saving up to go on a class trip to Washington DC and have decided to fundraise by doing a bake sale in your school. Your teacher noticed that you had good math and organizing skills and therefore put you in charge of converting recipes, assigning jobs, and organizing posters for advertising for the class bake sale.

Product, Performance, & Purpose:

You need to write a report to your teacher about your organizing process and how you used math to help you. In your write-up you need to clearly explain how you converted the recipes to make more of the baked goods. You also need to discuss the job roles in the class by explaining what fraction of the class was given certain jobs. The last thing you need to address in your report is the poster design being used to advertise the bake sale and what fraction of the posters is used for certain content.

Standards & Criteria for Success:

Your work will be judged by how well you discuss/describe the following: How you converted the recipes, by multiplying fractions, in order assure your teacher your class would make enough baked goods. What fraction of the students in the class were given the role of bakers or advertisers as well as what fractions of the bakers made cookies or brownie bites. How you used multiplying fractions to help you design the poster while meeting the specific criteria for what the poster had to include.

46

Resources
http://www.corestandards.org/Math/

Reference List:
McLeod, R., & Newmarch, B. (2006). Fractions. Maths4Life, Retrieved from www.nrdc.org.uk Common Core Math Standards and Practices http://www.corestandards.org/ Common Core Math Modules: Grade 5 Module 4 http://www.engageny.org/mathematics "MyPlate Kids' Place." MyPlate Kids' Place. N.p., n.d. Web. 04 Feb. 2014. <http://www.choosemyplate.gov/kids/>.

*Separate sheet attached for teacher created reference*

47