Lesson Plan : Everyday Math 6.9
Teacher Name: | Gilmore |
Grade: | Grade 5 |
Subject: | Math |
Topic: | Clock fractions and Common Denominators |
Content: | Key vocabulary words include common denominator and unlike denominators. Functions include addition and subtraction of fractions and mixed numbers. |
Goals: | The first goal is to make students realize there is more than one method of finding equivalent fractions. The prior lesson was built around using a slide rule to add and subtract fractions with didfferent denominators before adding and subtracting fractions with like denominators. The second goal is to have students use a clock face to find equivalent fractions and to model addition and subtractions of fractions. They also find common denominators by listing equivalent fractions for given fractions. This lesson leads up to multiplying to find common denomminators without manipulatives. |
Objectives: | To use a clock face to add and subtract fractions, and to investigate adding and subtracting fractions with unlike denominators. This is a developing standard of performance. |
Materials: | Students will use hand held clock faces along with their math journals. Teachers materials include the overhead and a clock face. |
Introduction: | The math message introduction is part 1 on journal page 201. The problems are based upon what amount of minutes each fraction is equivalent to. Example: 1/4 hour = 15 minutes. There are 5 such problems. |
Development: | The concept of a whole being divided into parts has already been taught using a pizza model and fractions bars. They are used to an hour being divided into 60 minutes. This will be the first time the clock is used as a manipulative and they have never used twelfths before. This concept will be new. The key is to make them think in terms of minutes and then converting the minutes back into a fraction. |
Practice: | The math box problems 1-6 will be a class activity, with each problem being explained as to how they figured out the answer. After each problem I will also demonstrate, using the clock, how to solve each one if the demonstrating student does not use the clock. |
Accommodations: | Some students may not know how to tell time with an analog clock. This activity will be more difficult for those students not familiar with the concept. The third portion of the lesson is optional for the clock face. An additional problem is 3/4 of the class still has problems with basic multiplication facts, let alone the concept of fractions. |
Checking For Understanding: | Assessment will be informal, with classroom discussion. The homework assignment will be started in class to reinforce the concept with students still unsure of equivalencies and common denominators. The homework is the formal assessment, due the following day. |
Closure: | Verbal explanation of math boxes 6.9 and study link 6.9 will be given with an opportunity for questions. The clocks are not used for the homework. They will be collected during the time given for beginning the homework assignment. |
Evaluation: | The homework assignment is the formal evaluation. An additional measure of progress will be the level of understanding they bring to tomorrow's lesson which deals with finding quick denominators. |
Teacher Reflections: |
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