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Everyday Mathematics Unit

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During my student teaching experience, I had the opportunity to teach from the 4th Grade Everyday Mathematicscurriculum. I taught Units 7 and 8 in their entirety, as well as lessons from Units 9 and 10. Below is a sample from Unit 7: Fractions.

Review of Basic Fraction Concepts January 23rd, 2008

Lesson Rationale: To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. Understanding these concepts will help students move on to new and more complex ideas regarding fractions.

PA Standards: 2.1.4

Anticipatory Set: Hold up beaded necklace for class to see. Tell students the necklace represents the whole or “ONE”. Tell students how many beads are on the necklace (29). Explain that each bead on the necklace is one part of the whole or 1/29. Point to different amounts of beads and ask students what fractional part of the whole they are. 4/29, 18/29, etc.

Materials: Math Journal 2 pg. 189-191

Student Reference Book pg. 41

Pattern blocks

Necklace made up of equal sized beads

Ruler

Flashcards –on one side, draw a circle divided up into parts, with a fraction of the parts shaded. On the other side, write the fraction of shaded parts to the whole

Objective

Procedure

Assessment

Review fractions as parts of whole (ONE)

-Explain that fractions are always a fraction of something, for example of an inch, cup, 1/29 of a necklace

This would have been done during the anticipatory set when the students are asked what fractional part a certain amount of beads are to the whole necklace.

Review that all parts of fractions must be equal

-Hold up necklace and tell students that all of the beads are equal

-Ask class the best way to divide up a giant pizza to ensure that everyone would be happy

-Hear the students’ answers to the pizza question. (example answer: everyone would have an equal slice)

Review uses of fractions

-Share one use with students, for example: height (5’7 ’’)

-Have students discuss in small groups some ways fractions are used outside of math class

-Turn to page 41 in SRB for some more examples

-Have one student from each group share

Objectives

Procedure

Assessment

Review terms, numerator and denominator

-Ask class how they would define numerator and denominator

-(Denominator names the number of equal parts the whole is divided into and the numerator tells the number of parts of the whole that are being counted)

-Tell class that fractions are another way of writing division problems (1/4 = 1divided by 4)

-Whole group discussion on definitions

Students will understand how to use pattern blocks to determine fractional parts of a whole

-Students turn to page 189 in Math Journal while pattern blocks are distributed.

-#1 is done as a model for the class, draw students’ attention to the “whole” box

-Students get into pairs and complete the problems on pages 189-190.

-Go over the problems assigned, discuss answers

Review fractional parts of number lines

- In Math Journal, do #9 and #10 as a class, then assign #11-14 to do independently

-Go over as class, being sure to mention that numbers such as 2 are called mixed numbers (a whole number followed by a fraction)

Adaptations: Students having difficulty understanding how fractional parts make up a whole may use the homemade flashcards to assist them. Students who need enrichment activities may be given rulers to construct their own equilateral triangles on paper. They will cut their triangles out and divide it into 2 equal parts, then 3 equal parts.

Assignment: Study Link 7.1

Name: _____________________

Word Fractions

Solve each word puzzle.

1. of TIME is the opposite of you. ________________

2. 3/5 of SHAPE is a type of monkey. _______________

3. 5/9 of VEGETABLE is what you eat your dinner on. _________________

4. 4/9 of CHOCOLATE is an antonym for early. ____________________

5. 2/3 of PLANES is what you must stay in on a highway. _____________

6. of TURKEY is what you use to open a locked door. _________________

7. 4/5 of SEVEN is what 2, 4, 66, and 100 are. __________________

8. 4/8 or of TOMATOES is what are on your feet. _________________

9. 3/5 of THINK is what comes out of a pen. ____________

10. 7/9 of FRACTIONS speak louder than words. ___________________

11. 3/7 of COUNTRY is what you do all the time on your work. _____________

*12. 2/3 of RISING is what contestants try to do on American Idol. _________

Try to write some of your own word fractions on the space provided:

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Rebecca Kleeman * 450 Deer Run Court, Royersford, PA 19468 * 215-353-6842