- Level 1
- 30-45 minutes
- GoMath Chapter 6 Lesson 1 (5.N.F.1 and 5.N.F.2)
- Download Lesson
Standards Addressed:
- 5.NF.A.1
- 5.NF.A.2
Lesson Materials/Resources
No Materials/Resources attachedObjectives
Template for Recording Your Ideas for a Lesson Plan
What’s the Lesson? Chapter 6 Lesson 1 Addition with Unlike Denominators |
Ideas from the Framework: http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp · What are the key concepts you read about that are important for students to understand? · What models/representations do students need to use? · What strategies are suggested in the Framework that are important for the lesson?
· Key Concepts: using models to add fractions that have unlike denominators · Models/Representations: Fraction Strips, Area Models · Basic Step: multiply denominators to find common denominator · Area models and/or fraction strip also to show equivalent fractions
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Tasks in the Lesson: · What tasks/problems will I use to drive the learning in the lesson? · How will I chunk some of the tasks to make sure students are making sense? · What teacher questions will I ask along the way that require student reasoning?
· “Make Connections” page 254 3/5 + ½
· Fraction Strips should be used 3/5 = 6/10 or find common denominator · “Why do they include using the 1-whole strip when using comparing fractions?” · What are the equivalent fractions for 3/5 or ½?
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Plan and Strategies: · Where can I use the “Three Reads” strategy to begin to teach metacognition about word problems? · What other strategies will we use within this lesson?
· For problem on page 255 #12 · 1st read: what are they asking? · 2nd read: Details + Quantity ¼ + ¼ + 1/3 +1/3 or ¼ + 1/3 and double it, etc. Draw a picture using fraction strip or area model to show . · 3rd read make a plan and solve it.
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Checking for Understanding: · Where in the lesson am I going to collect something to figure out who really understands and what the misconceptions are?
On a separate sheet of paper make students draw out the problem on page 256 #13.
To demonstrate understanding students should have a drawing with either fraction strips or area model to show equivalent fractions. |
Assessment/CFU
See above (Box 4)
Opening/Warmup/Connecting Prior Knowledge
(See above Box 1)
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