CONT933 Common Tech Lesson Plan

Name: Rika Inoda

Date: July 14, 2021
Title of Lesson: Fractions

Mathematics Applied Design, Skills, and

Technologies

Grade Level: 5 5

Big Idea(s): Numbers describe quantities that Skills are developed through
can be represented by equivalent practice, effort, and action.
fractions

Curricular Reasoning and analyzing Understanding context

Competencies: • Use technology to explore • Gather information about or
mathematics from potential users
Defining
• Model mathematics in • Identify key features
contextualized experiences

Curriculum Fractions Students are expected to use the

Content: • comparing and ordering of
fractions
• estimating fractions with
benchmarks (e.g., zero, half,
whole)
• equal partitioning
learning standards for Curricular
Competencies from Applied Design,
Skills, and Technologies 4-5 in
combination with grade-level content
from other areas of learning in
cross-curricular activities to develop
foundational mindsets and skills in
design thinking and making.

Purpose: Ordering and Comparing Fractions

Description of Students will be comparing fractions using a clock. They will describe their
Activity: typical 1 hour morning routine to get ready for school using fractions.

To begin, students will work together to brainstorm how they could break the
clock into different parts (halves, thirds, fourths, sixths, sixtieths, etc). Each
student will have a clock model to help them partition it into equal parts.

They will then decide how much time in an hour (fraction of an hour) they
spend doing the following activities:
- Getting ready (shower, brushing teeth, changing clothes)
- Eating breakfast
- Commuting to school
Discuss whether students spend an equal amount of time doing these three
things or if something takes longer. For example, maybe commuting to
 school takes longer than eating breakfast.

After students figure out how much time they approximately dedicate to each
activity, they will colour in each activity on the clock so they represent
different fractions.
- Red: Getting ready
- Blue: Eating breakfast
- Green: Commuting to school
For example, a student may colour in 1/2 of the clock red, 1/6 of the clock
blue and 1/3 of the clock green.
12

1/6

9 1/2 3

1/3

6
After students separated their hour into three fractions they will order the
activities from least time spent to most time spent. ex: 1/6, 1/3, 1/2

Assessment Teacher will provide an exit ticket.

Methods:
Students will be asked to label each part of the “clock” as a fraction.
Students can work within their small groups to complete the exit ticket.

12

9 3