Lesson Title​: Fractions drama

Lesson Date​:
Name​: Lauren Reynolds
Subject​: Math, Performing Arts
Grade​: 5 and 6
Rationale​:
2-1=1 is different from 1-½=½ as can be understood by two people in an elevator and one
leaving, and the breaking up of a relationship, because it is the relationship that has been split, as
opposed to people themselves.
*A note for relationship rhetoric: even in relationships, you are a whole in and of yourself!
Fractions are introduced in Grade five and elaborated upon in grade six, this lesson format allows
an emotional understanding of the concept.

Curriculum Connections:
Big Idea:
Grade 5 Grade 6
Math: Math:
● Numbers describe quantities that can ● Mixed numbers and decimal numbers
be represented by equivalent fractions represent quantities that can be
Performing Arts: decomposed into parts and wholes
● Dance, drama, music and visual arts Performing Arts:
are each unique languages for creating ● Dance, drama, music and visual arts
and communicating are each unique languages for creating
and communicating

Curricular Competencies:
Grade 5
Math:
Reasoning and analyzing
● Use reasoning to explore and make
connections
Understanding and solving
● Develop, demonstrate, and apply
mathematical understanding through
play, inquiry, and problem solving
● Visualize to explore mathematical
concepts
Communicating and representing
● Communicate mathematical thinking
in many ways
● Represent mathematical ideas in
Grade 6
Math:
Reasoning and analyzing
● Use reasoning and logic to explore,
analyze, and apply mathematical ideas
● Model mathematics in contextualized
experiences
Understanding and solving
● Develop, demonstrate, and apply
mathematical understanding through
play, inquiry, and problem solving
● Visualize to explore mathematical
concepts
Communicating and representing
● Communicate mathematical thinking
 concrete, pictorial, and symbolic
forms
Connecting and reflecting
● Reflect on mathematical thinking
● Connect mathematical concepts to
each other and to other areas and
personal interests
Performing Arts:
Exploring and creating
● Create artistic works collaboratively
and as an individual using ideas
inspired by imagination, inquiry,
experimentation, and purposeful play
Reasoning and reflecting
● Connect knowledge and skills from
other areas of learning in planning,
creating, interpreting, and analyzing
works for art
Communicating and documenting
● Adapt learned skills, understandings,
and processes for use in new contexts
and for different purposes and
audiences
● Interpret and communicate ideas using
symbols and elements to express
meaning through the arts
● Experience, document and present
creative works in a variety of ways
● Demonstrate increasingly
sophisticated application and/or
engagement of curricular content
Content:
Grade 5
Math:
● equivalent fractions
● whole-number, fraction, and decimal
benchmarks
in many ways
● Represent mathematical ideas in
concrete, pictorial, and symbolic
forms
Connecting and reflecting
● Reflect on mathematical thinking
● Connect mathematical concepts to
each other and to other areas and
personal interests
Performing Arts:
Exploring and creating
● Create artistic works collaboratively
and as an individual using ideas
inspired by imagination, inquiry,
experimentation, and purposeful play
Reasoning and reflecting
● Develop and refine ideas, processes,
and technical skills in a variety of art
forms to improve the quality of artistic
creations
● Interpret creative works using
knowledge and skills from various
areas of learning
Communicating and documenting
● Adapt learned skills, understandings,
and processes for use in new contexts
and for different purposes and
audiences
● Take creative risks to express feelings,
ideas, and experiences
● Experience, document and present
creative works in a variety of ways
● Demonstrate increasingly
sophisticated application and/or
engagement of curricular content
Grade 6
Math:
● improper fractions and mixed numbers
Performing Arts:
● purposeful application of elements and
 Performing Arts:
● elements and principles that together
create meaning in the arts, including
but not limited to: drama: character,
time, place, plot, tension, mood and
focus
● choreographic devices
● a variety of dramatic forms
● personal and collective responsibility
associated with creating, experiencing,
or presenting in a safe learning
environment
principles to create meaning in the
arts, including but not limited to:
drama: character, time, place, plot,
tension, mood, focus, contrast
● choreographic devices
● a variety of dramatic forms
● personal and collective responsibility
associated with creating, experiencing,
or presenting in a safe learning
environment

Prerequisite Concepts and Skills:

● The concept of a whole
● Basic number sense

Materials and Resources:

Teacher Students

Cards of fractions to create groups Paper and pencil or other recording method.
Cards of a/x (1/x, 2/x. 3/x, 4/x) as needed

Instructions:
Set-up:
● If a stage area needs to be made for the concluding portion it can be arranged.

Safety Considerations:
● Characters cannot be one's self or other students in the class.

Classroom Management Considerations:

● Groups will be randomly assigned to avoid cliques

Differentiated Instruction (DI):

● As there are a two grades, the level of complexity that the students might add will be
different. This will be explained and allowed. Ex: a grade six group (which is learning
improper fractions) would have an addition problem.
 ● Non-speaking roles are acceptable

Assessment and Evaluation:

● Participation/presentation
● Peer and self evaluation of contribution
● Reflection of learning
● Recording (written or other) of how the scene played out (notes can be taken during the
planning phase

Lesson Activities & Pacing:

Teacher Students Pacing

Preparation​: Before
Prepare enough cards for probable class
groupings.

Introduction​:
Announcements:

Activate prior knowledge: Students will contribute

● A whole number represents
something.
● What goes into a scene?
● Tableau, briefly

A whole object/number can be divided Like cake.

Body​:
Model group set up. Volunteers will model

Brainstorm relationships/interactions Students will make suggestions

(appropriate suggestions only)
Divide students and provide time for them Students will be divided into pairs,
to come up with scenarios. Circulate threes, or fours, and given time to come
up with a scenario where all members
are active participants of a
relationship/interaction. (setting)

Have students share/mark down their Writing/sharing time (tableau, maybe)

setting/roles

Mini-lesson on a/x notation. (groups will

be given cards with either 1/x. 2/x. Or 3/x.
This will indicate how many of the group
will leave. X represents the number of
people in their group.
Student groups receive their cards. They
will collectively decide which
characters are leaving/lost, and how.
Students will note/mark down their
scene.

Closure:
Have students remind each other of good
audience characteristics.
Assessment
Discussion: 2-1=1 is different from
1-½=½ as can be understood by two
people in an elevator and one leaving, and
the breaking up of a relationship.
*even in relationships, you are a whole in
and of yourself!
Students will share their scene to the
rest of their class.
Students will self reflect and provide
feedback for others in their group.
Grade 6 challenge: Grade 6 students
will be given a card a/x, with “a” given,
and have to add that fraction to one of
the scenes performed.