SOL 2.

3 The student will

Math a) Identify the parts of a set and/or region that represent fractions for halves, thirds,
March 20-24, 2017 fourths, sixths, eighths, and tenths
b) Write the fractions
Time__________
c) Compare unit fractions for halves, thirds, fourths, sixths, eighths, and tenths.
Essential Knowledge and Skills
Recognize fractions as representing equal-size parts of a whole.
2 2 3 2 7 7
Identifythefractionalpartsofawholeorasetfor , , , , , , etc.
2 3 4 6 8 10
Identifythefractionnames(halves,thirds,fourths,sixths,eighths,tenths)forthefractionnotations
2 2 3 2 7 7
, , , , , , etc.
2 3 4 6 8 10
Represent fractional parts of a whole for halves, thirds, fourths, sixths, eighths, tenths using
o Region/area models (e.g., pie pieces, pattern blocks, geoboards);
o Sets (e.g., chips, counters, cubes); and
o Measurement models (e.g., fraction strips, rods, connecting cubes)
1 1 1 1 1 ,1
Compare unit fractions ( , , , , ) using thewordsgreaterthan,lessthanorequaltoandthe
2 3 4 6 8 10
symbols(>,<,=).

Materials: Objective: TSW take a pre-assessment to see what they know about fractions.
Monday
Pre-assessment on Anticipatory Set:
fractions SOL 1.3 TTW tell students they will begin learning about fractions.
Benchmark To get an idea of what students already know about fractions, TTW
administer a pre-assessment (SOL 1.3 Benchmark).
BrainPOP Jr.
Basic Parts of a Procedure:
Whole Administer the SOL 1.3 Benchmark pre-assessment on fractions.
TTW show BrainPOP Jr. video Basic Parts of a Whole.
Eating Fractions
by Bruce McMillan TTW engage students in a discussion about fractions while reading Eating
Fractions

Differentiated Instruction (enrichment, accommodations, remediation, or by

learning style):
TTW make accommodations based on IEPs
o Reading text aloud
 Materials: Objective: Recognize fractions as representing equal size parts of a whole. Identify t
Tuesday fraction names (halves, thirds, fourths, sixths, eighths, and tenths) for fraction
Introduction to notations. Identify the fractional parts of a whole or set.
Fractions
PowerPoint Anticipatory Set:
TTW Engage students in identifying fractions with the PowerPoint
Introduction to Fractions (slides 1- 5).

Procedure/Guided Practice:
Complete example problems (on slides 6-13) representing fractional parts o
whole using region/areas models (i.e. pie pieces, pattern blocks) and sets
(chips, counters, cubes) together.

Differentiated Instruction (enrichment, accommodations, remediation, or by

learning style):
TTW make accommodations based on IEPs
o Reading text aloud
The teacher and students will use virtual manipulatives to identify fraction
names and fractional parts of a whole or set
Wednesday Materials: Objective: Recognize fractions as representing equal size parts of a whole. Identif
the fraction names (halves, thirds, fourths, sixths, eighths, and tenths) for fractio
Workbook pp. notations. Identify the fractional parts of a whole or set. Write fractional parts o
318-320 whole for halves, thirds, fourths, sixths, eighths, and tenths

Anticipatory Set:
Review: What is a fraction? Fractions name equal parts of a whole.
o Fractions have a numerator and denominator.
How to write fractions: first find how many equal parts there are. That go
on the bottom. Then see how many parts are shaded. That number goes o
top.

Procedure/ Guided Practice:

Complete workbook page 318 Identify fractions number equal parts and
write the fraction for the shaded area together.
Complete workbook page 319 naming parts of a whole together.

Independent Practice
TSW will complete workbook page 320 on their own then review as a c

Evaluation/Closure
Exit Ticket: TTW show students a fraction strip and ask students to write
fraction for the shaded area and then put it in the exit slip bin.

Differentiated Instruction (enrichment, accommodations, remediation, or by

learning style):
TTW make accommodations based on IEPs
TTW have students use hand and arm movements to help students remem
the parts of a fraction through movement.

Thursday Materials: Objective: Identify the parts of a region that represent fractions for halves, thirds,
fourths, sixths, eighths, and tenths
Fun Fractions
Formative 2.3 Anticipatory Set:
TSW will complete a formative assessment identifying the fraction of a s
Workbook pp. that has been colored Fun Fractions Formative 2.3
327-330
Procedure/ Guided Practice:
18 index cards TTW explain that a unit fraction is when the numerator is 1 therefore th
larger the denominator the smaller the pieces.
Complete workbook page 327 (represent and name unit fractions) togethe
TSW complete workbook page 328 on their own.
TTW Monitor, facilitate, and provide feedback as needed.

Evaluation/ Closure:
Exit Ticket: TTW show students a fraction strip and ask students to write
fraction for the shaded area numerically and word form, and then put it in
exit slip bin.

Differentiated Instruction (enrichment, accommodations, remediation, or by

learning style):
TTW make accommodations based on IEPs.
TTW review the parts of a fraction by having students use hand and arm
movements to help reinforce the information through movement.

Homework: Unit Fractions page 149

Friday Materials:
Objective: Identifythefractionalpartsofawholeoraset
18 rolls of
Smarties candy Anticipatory Set:
Review content covered this week
Fraction Math Explain students will be using Smarties to represent fractional part
With Smarties TTW explain the candy used for todays lesson may not be eaten until the
worksheet activity is complete

Crayons/colored Guided Practice/ Independent Practice:

pencils TTW distribute the Fraction Math With Smarties worksheet and one roll o
Smarties to each student.
TSW divide their Smarties by color record the total on the worksheet.
TSW color the rectangles to match the color totals.
Finally, SW record fractions for each color Smartie.

Differentiated Instruction (enrichment, accommodations, remediation, or by

learning style):
TTW be available to help guided and advice students during the activity.
TSW use Smarties candy to manipulate the numbers into fractions.
TTW review the parts of a fraction by having students use hand and arm
movements to help reinforce the information through movement.
 SOL 2.3 The student will
Math a) Identify the parts of a set and/or region that represent fractions for halves
March 27-31, thirds, fourths, sixths, eighths, and tenths
2017 b) Write the fractions
c) Compare unit fractions for halves, thirds, fourths, sixths, eighths, and ten
Monday Materials: Objectives: Compare Unit fractions

12:05-1:05 Anticipatory Set:

Workbook p. TTW draw a large square on the board. Draw a line down the middl
341 Point to one half as: What fraction is this?
Draw a second line across the middle of the square. Point to one fou
What fraction is this?
Ask students: Which is bigger or ?
Repeat with another square, dividing it into fourths and eighths. W
is bigger or 1/8?

Input and Procedures:

Explain the greater the number of equal parts, the smaller each part
o For example, the more people you share a pizza with, the sm
your equal share (slice) will be.

Guided Practice:
Complete workbook page 341 (Compare Unit Fractions) together.
TTW Monitor, facilitate, and provide feedback as needed.

Differentiated Instruction (enrichment, accommodations, remediation,

learning style):
The teacher and students will use fraction circles to compare unit
fractions.
Homework: Workbook Page 321
Tuesday Materials: Objectives: Compare Unit fractions

10:00-11:00 Formative 2.3 Formative Assessment:

Writing Formative 2.3 Writing Fractions with Numbers and Words
Fractions with
Numbers and Procedures/Modeling:
Words Introduce the fraction strip sheet
o Explain that this is tool students can use to help them compa
Fraction fractions
Strip/Bars Using fraction bars divided into sixths and divided into thirds.
worksheet
Color in one piece from each. What fraction of each bar have we
Page colored in? 1/6 and 1/3
protectors Which fraction is bigger?
How can we write the comparison?
Dry erase o we can use > or <
markers
Guided Practice:
Complete shading and comparing two fractions activity.
o Do first three together as a class.
o TSW complete the next six on their own.
Review students answers as a class.

Differentiated Instruction (enrichment, accommodations, remediation,

learning style):
Based on formative assessment and teacher observation TTW take t
to review/reteach writing fraction with words

Homework: Compare Unit Fractions page 157

Wednesday Materials: Objectives: Compare fractions to one-half

10:00-11:00 Smart Board Anticipatory Set:

Tell students we will continue to compare fractions using the greate
Workbook pp. than, less than, and equal to symbols.
343-344
Procedures/Modeling:
Draw a circle on the Smart Board. Divide circle into 6 equal parts a
color 5 equal parts of it, and ask students to identify the fraction (5/
Draw another circle and divide it into 6 equal parts and color 3 equa
parts of it.
o Explain how 3/6 is equal to
Ask students to compare the two fractions.
Ask which is bigger?
o Write the number sentence 5/6 is greater than (3/6)

Guided Practice:
Continue comparing factions together.
 Complete workbook page 343 together.
TTW Monitor, facilitate, and provide feedback as needed.

Independent Practice:
TSW complete workbook page 344.
Once completed review as a class.

Differentiated Instruction (enrichment, accommodations, remediation,

learning style):
TTW review the parts of a fraction by having students use hand and
movements to help reinforce the information through movement.

Homework: Comparing Fractions page 28

Thursday Materials: Objectives: Identify the parts of a set and/or region that represent fraction
write fractions; and compare unit fractions.
12:05-1:05 SOL 2.3 unit
review Smart Procedures/Guided Practice:
Board activity SOL 2.3 unit review Smart Board activity

Homework: Use fractions to identify the part of a set

Friday Materials:

10:00-11:00 Math SOL 2.3 Complete SOL 2.3 Benchmark Assessment

Benchmark