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# Week 5 Math Lessons

## February 2nd- 6th

Topic: Finishing Topic 9 and moving to Topic 10 (more with fractions)
Common Core Standards: 3.NF.2, 3.NF.3, 3.NF.3.a, 3.NF.3.c, 3.NF.3.d
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## Use models to compare fractions with the same denominator (10-1)

Use models to compare fractions with the same numerator (10-2)
Use benchmark numbers to compare fractions (10-3)
Use a number line to compare fractions (10-4)
Find equivalent fractions (10-5)
Use a number line to find equivalent fractions (10-6)
Write whole numbers as fractions (10-7)
Compare and order fractions (10-8)
Draw a picture to solve a problem (10-9)

*Note: We will most likely not get through all of Topic 10 this week, even though the objectives
are listed for each section for the entire topic.
Materials:

## Teacher manual for Topic 10

SmartBoard and access to Envision website materials
Math notebook cut-outs
Math notebooks
Math workbooks
Crayons/markers
Any handouts
Computer paper
Fraction strips
Scissors
Glue
Math textbooks

Time: 12:30-1:30
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Wax museum practice is from 12:40-1 each day this week; so will probably need to
begin math right after lunch at 11:40 (except for Monday and Wednesday because of
computer lab and music)

Monday: 9-8 Problem Solving: Make a table and look for a pattern

Students will take Topic 9 test first thing in the morning (9-8 is not on the test)
In the afternoon during the math period, we will begin problem solving
o I will introduce topic.
o Show Envision math video (explaining and talking throughout)
o We will do one practice problem from the textbook in whole group (unless
students seem confused, then we will practice more).
o Last, I will split students into groups of three to solve problems on their own.
Depending on how much time we have left, I will give students 15-20
minutes to work in their groups.
Then, each group will present their problem and explain to the class (I will
be sure to pre-draw a table on the board to save time).
o If any extra time, have students do a math centers or a math notebook entry
Math notebook entry: Write your own word problem that can be solved by
making a table and using a pattern. Then, solve the problem!
Tuesday: 10-1: Using models to compare fractions: same denominator

I will need to give the students a set of fraction strips that they can keep using throughout
this entire topic.
Hands-on, Minds-on beginning problem to solve in math notebooks
o Students can work with the person sitting next to them
o Using fraction strips to solve a word problem (pg.244 of math textbook)
We will talk about the problem we just did, then we will transition into the actual lesson.
Review these signs: <,>,=
Give students the rule: If two fractions have the same denominator, the fraction with the
greater numerator is the greatest fraction (repeat many times and record into
notebooks).
Possibly watch Envision math video
Independent practice: R 10-1 front and back in math notebook

## Hands-on, Minds-on word problem to solve in math notebooks

o Solve using fraction strips (pg.244 of textbook)
o What do we notice about the fractions we are comparing today that is different
from the fractions that we were comparing yesterday? (different denominators)
o Discuss and share answers to word problem in whole group
Transition into our lesson for today
Give students the rule: If two fractions have the same numerator (but different
denominators), the fraction with the greater denominator is less than the other fraction.
o Show why this is true (use pizza or pie slice pictures to show this)
o Can also use fraction strips to compare
Possibly watch Envision math video

For practice, will either find an activity for students to do OR will have them work
through pages 246-247 in textbook with partners.
Math centers if any extra time

## Thursday: 10-3: Comparing fractions using benchmarks

Hands- on, Minds-on word problem to solve in math notebooks
o Solve any way you choose, but be able to explain how you came up with your
answer (pg.244 in math textbook)
o Discuss and share answers to word problem in whole group
Transition into the lesson for today
Show Envision math video
Explain an easy way for determining whether a fraction is closer to 0 or to 1 and show
pictures
o Think about how many more pieces it would take to make 1 whole pizza. For
example, if you have 1/8 you would still need 7 more pieces to get to 8/8 (1
whole). Then, if you have 6/8 you will only need 2 more pieces to get to 8/8 (1
whole). Therefore, 1/8 is closer to 0 and 6/8 is closer to 1.
Independent practice: will probably find a worksheet or activity for students to do instead
of a workbook page
Math centers if any extra time
Friday: 10-4: Comparing fractions on the number line

## To begin this lesson, I would like to do a human fraction number line.

o I will give students numbers and fractions on pieces of paper that they can hold
o I will either draw a number line on the board or we will just pretend we have a
number line
o Students will have to figure out how to stand in the correct order, and then I will
ask them questions about which fraction is greater and how they know that.
o We will probably do this a couple of times for fun and practice.
Transition into lesson for today
Possibly watch Envision math video
Show students how we can draw two number lines above each other of equal length to
compare fractions.
Give students the rule: The fraction farther to the right on the number line is going to be
the greater fraction.
Independent practice: Workbook page R 10-4 (front only)

Math Centers:

## Fraction flash cards

Create your own fraction word problems or pictures using computer paper, pencils, and
crayons
Fraction bingo
Fraction Avenue
Comparing Fractions Showdown
Equal Fractions Matching Game

Formative Assessment:
This will be incorporated throughout each lesson. Students will be given some type of
independent practice to demonstrate understanding of the new material learned. Homework will
be given for extra practice, but will not be graded. I will check all worksheets and homework to
monitor student progress, whether it is graded or not. I will also informally monitor student
understanding through observations and interactions during whole group and during other
activities.
Accommodations/Modifications:

Group work and partner work so that students can help one another
Hands-on learning for more kinesthetic learners
Pictures paired with vocabulary words (ELL)
Directions provided orally
Giving students ability to explain answers aloud, instead of just writing
Envision math videos to help more visual learners