Day 1 Equivalent Fractions Level: 5th Grade Subject: Math Title: Ordering Fractions and Decimals Designer: Suzanne

e Rodgers
SOL(s):

5.2 The student will: a) Recognize and name fractions in their equivalent decimal form and vice b) Compare and order fractions and decimals in a given set from least to greatest and greatest to least.

versa

WIDA Standard: ELP Standard 3: The Language of Mathematics (grades 3-5): English Language Learners will use general sentences to describe the relationships among data presented in charts and bar graphs using word bank and visual support. Day 1: Equivalent Fractions (9:10-9:45) Situation The teacher will discuss what fractions are with the Time: 10 minutes students. The students will use prior knowledge and share with the whole class anything that is already known about fractions. The students and teacher will have a discussion about how a fraction is a part of a whole or set. Lastly, the students will be given 5 minutes to find fractions around the room. Each student will have to find an example of a fraction around the classroom (types of shoes, boys vs. girls, etc.) Groupings There will be 3 types of groupings: Time: The students will work individually during the bridge The students will work as a whole class for the situation The students will work in pairs for the exhibit Bridge The students will work individually to explore Time: 5 minutes fractions using pattern blocks. Each student will be given a handful amount of pattern blocks, including hexagons, triangles, rhombi, and trapezoids. The students will be given 5 minutes to explore relationships or patterns that they notice using the pattern blocks. The teacher will guide the initial exploration by telling the students to find relationships with the pattern blocks, such as the number of ways that you can make the large hexagon shape using the other blocks. Questions During the bridge: What do you notice about the

Time:

pattern blocks? Are there any relationships between the pattern blocks? How many ways can the large hexagon be created using the smaller pattern blocks? During the situation: What do you already know about fractions? What is a fraction? Where do you see fractions in the real world around you? During the exhibit: If the yellow hexagon is equal to 1 whole, how can you make this shape using the smaller pattern blocks? How many triangles make up 1 hexagon? How many triangles make up one rhombus? How many other relationships can you discover? What are some equivalent fractions that you are finding? What fraction does the rhombus represent? What fraction does the triangle represent? During the reflection: What is one equivalent relationship that you discovered between the pattern blocks? How do you represent this relationship as a fraction? After the bridge, the students will continue to work individually to explore the pattern blocks. This time, instead of having a free exploration, the teacher will write guiding questions on the board to help the students demonstrate what they have learned during this introduction day. The yellow hexagon will represent 1 whole, and the smaller shapes will be used to make up 1 whole (ex. 6 triangles make up 1 hexagon so 1 triangle is equal to 1/6). After exploring the relationships for 8 minutes, the students will buzz for 2 minutes with the person sitting next to them and share what they have discovered about the pattern blocks. The students will be brought back together as 1 group and discuss what they have learned about the pattern blocks. Students will be asked to come up and display a pattern block relationship on the document camera to share with the class. At the end of the time, students will be asked to write one equivalent relationship they discovered or one question they still have on an index card and turn it into the teacher. The equivalency statement can include pictures, but should have a fraction statement

Exhibit Time: 10 minutes

Reflections Time: 10

ELL Modifications

written out. Modifications will be made for a level 5 bridging student

Key vocabulary

Pattern blocks, hexagon, triangle, rhombus, trapezoid, fraction, whole, piece, equal to, greater than, less than Apply ways of using percent or fractions in grade level situations from oral discourse Create original problems involving fractions embedded in scenarios or situations Printed version of the question sheet with drawings of the shapes The teacher and student will review any prior knowledge of fractions The student may work with a partner who can help her with the pattern blocks if they are an unfamiliar material for her. The teacher will observe the student working with the pattern blocks and allow the student to verbally explain any questions rather than writing them down. Day 2 Comparing Fractions

Language objectives

Supplementary materials Building background Scaffolding techniques/ Interaction Review/assessment

Level: Level: 5th Grade Subject: Math Title: Ordering Fractions and Decimals Designer: Suzanne Rodgers
SOL(s):

5.2 The student will: a) Recognize and name fractions in their equivalent decimal form and vice b) Compare and order fractions and decimals in a given set from least to greatest and greatest to least.

versa

WIDA Standard: ELP Standard 3: The Language of Mathematics (grades 3-5): English Language Learners will use general sentences to describe the relationships among data presented in charts and bar graphs using word bank and visual support.

Day 2: Comparing Fractions (9:10-9:50) Situation The teacher will lead a guided paper folding activity Time: 20 minutes for the students to complete a comparing fractions number line. The teacher will model each step to the folding activity and the students will copy, so they create a set of fractions. The paper will be folded to represent the fractions: halves, thirds, fourths, sixths, eighths, tenths, and twelfths. The students will receive 7 strips of paper. The first one will be labeled as 1 whole. The next strips of paper will be the same length as the whole, but will be folded and cut apart. Each strip of paper will be a different color and will be folded and cut to represent the fractions of halves, thirds, fourths, eighths, sixths, and twelfths. Groupings There will be 3 types of groupings: Time: Students will work as a whole class for the situation and the end of the bridge Students will work in pairs for the beginning of the bridge Students will work individually for the exhibit Bridge Time: 10 After the students have created their fraction sets, they will be given 5 minutes to discuss with a partner sitting next to them what they see with their fractions. Using the knowledge of equivalent fractions from day 1, the students will be asked to talk about what fractions are equivalent, how they know this, and what fractions are not equivalent. The students will discuss fractions that are larger and smaller than other and come up with one greater than, one less than, and one equal to statement to share with the class. The teacher will bring the class back together as a large group after the 5 minutes discussion and pairs will share their comparing fractions statements. During the exhibit: Why do you think we are writing the different fractions in different colors? Do notice anything about the folds? Are any of the folds the same? During the bridge: What is a fraction that is larger than a half? What is a fraction smaller than a half? Can you write a comparing statement for two fractions? Are any of the fractions equal? The students will be asked to come up to the board

Questions Time:

Exhibit

Time: 10 minutes

Reflections Time:

ELL Modifications

and write one comparing statement on the board. The students can also use the paper fractions that they completed and hang them on the board with magnets to display their comparing statements. The students will use an exit slip to write down 3 of the comparing statements that they discovered during the exhibit. The students must write one greater than, one less than, and one equivalent statement. Modifications will be made for a level 5 bridging student

Key vocabulary Language objectives

Fraction, whole, piece, greater than, less than, equal to, equivalent, number line Apply ways of using percent or fractions in grade level situations from oral discourse Create original problems involving fractions embedded in scenarios or situations An example of a fraction set that has already been completed for the student to reference at her desk Review what a number line is and review that fractions are a part of a whole so they lie between 0 and 1 on a number line Have the student sit next to a higher academic student or a student who is able to work quickly and accurately on the folding activity who can assist her along the way to make sure that she keeps up with the whole group. The teacher will observe the student as she works on the paper folding and during her partner discussion time to listen to her conversation and math vocabulary. The teacher will review her exit slip for proper writing and grammar.

Supplementary materials Building background Scaffolding techniques/ Interaction Review/assessment

Day 3 Mixed Numbers Level: Level: 5th Grade Subject: Math Title: Ordering Fractions and Decimals Designer: Suzanne Rodgers
SOL(s):

5.2 The student will: a) Recognize and name fractions in their equivalent decimal form and vice b) Compare and order fractions and decimals in a given set from least to greatest and greatest to least.

versa

WIDA Standard: ELP Standard 3: The Language of Mathematics (grades 3-5): English Language Learners will use general sentences to describe the relationships among data presented in charts and bar graphs using word bank and visual support. Day 3: Mixed Numbers (9:10-9:50) Situation The students will be given pattern blocks and work Time: 15 minutes with the pattern blocks like on day 1. The students will have 5 minutes to review building fractions and equivalent fractions using the pattern blocks. After the 5 minutes, the teacher will pose the question: what would happen if there were more than 6 triangles or 3 rhombi. The students will be given 5 minutes to work with a partner to try and represent these problems. After a 5-minute exploration, the teacher will ask groups of student volunteers to come represent a fraction with the pattern blocks on the elmo. The students will have to share a fraction that uses more pieces than what makes up one whole (ex. 8 triangles) Groupings There will be 3 types of groupings: Time: Students will work individually, in pairs, and as a whole class during the situation Students will work as a whole class for the bridge Students will work in pairs during the exhibit Bridge Following the student demonstrations, the teacher Time: 10 will introduce the vocabulary words mixed number and improper fraction. The students and teacher will discuss what they think a mixed number or improper fraction is based on the pattern block exploration; are they the same thing or are they different. The teacher will write the brainstormed ideas on the board. Together, the teacher and student will come to a consensus about what a mixed number is. The teacher will explain that a fraction can be written as a mixed number or an improper fraction. Questions During the situation: Think back to Monday, how can Time: you represent one whole using the pattern blocks? Can you show me one example of an equivalent fraction using the pattern blocks? What would

happen if the yellow hexagon is still equal to 1 whole, but you have 8 triangles? What would this fraction look like? What would the fraction 5/3 look like using the pattern blocks? During the bridge: Does anyone know what a mixed number or improper fraction is? How did we show these terms using the pattern blocks? What do the numerator and denominator look like in a mixed number? What about in an improper fraction? During the exhibit: Can you show me one example of a mixed number? Can you show me one example of an improper fraction? Buzz with your partner, what did they come up with? Do you have the same fractions or different? The students will work with the pattern blocks again and represent a mixed number and an improper fraction using the pattern blocks. They will share their example with a partner and the teacher will informally assess by walking around and observing. The students will draw an example of a mixed number and an improper fraction with the written form next to it and turn it in as an exit slip. The teacher and students will discuss any final questions about mixed numbers and improper fractions at the end of the exhibit. Modifications will be made for a level 5 bridging student

Exhibit Time: 10

Reflections Time: 5 ELL Modifications

Key vocabulary Language objectives

Mixed number, improper fraction, fraction, numerator, denominator Apply ways of using percent or fractions in grade level situations from oral discourse Create original problems involving fractions embedded in scenarios or situations None. The student could work with a partner if she needed extra support. The student will share prior knowledge with the teacher or can draw an example of any prior

Supplementary materials Building background

knowledge Scaffolding techniques/ Interaction Review/assessment The student will be able to talk with a partner during the bridge or exhibit to get extra support during the pattern block time The student can write an exit slip like the rest of the class because her language and writing skills are on a fifth grade level