Lesson 9

Subject: Mathematics Course/Grade: Grade 5 Unit 5: Fraction Sense and Manipulation, Lesson 9: Comparing Mixed Numbers and Improper Fractions Instructional/Content Objective: Students will work in small groups to apply multiple strategies for fraction manipulation to compare five pairs of given mixed numbers as improper fractions with a common denominator. Curriculum Framework Standards: Through exploration and computation students will be able to (5.NF.3) interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Lesson Procedure I. Preparation Phase: Activate existing background knowledge 1. Introduce the days objective by having two students read it directly from the board and two students express the objective in their own words. 2. Point out the guiding questions and ask students which question the objective addresses. 3. Read three different opinion sticky notes from the previous days lesson and ask students to agree, or disagree with the reasoning and make a statement to try to convince people to share their opinion. Arouse curiosity and the need to know 4. Display the Math Masters Race Poster and explain that students will need to work as a team and put together all of the skills theyve learned to win the race. 5. The main goal of the race is to take two mixed number values and compare them as improper fractions. 6. Show each leg of the race on the Smartboard and ask students to explain what theyve learned to help them complete each step. Critical Vocabulary 7. Break students into four leveled groups and have each group write the steps to complete one phase of the race. They must use as much proper math vocabulary as possible (numerator, denominator, product, sum, quotient, equivalent). 8. Share the steps with the class and ask other groups to agree or add more sophisticated vocabulary to the step. Display the posters in the front of the room. II. Assistance and Associations Phase Monitoring Understanding 1. Distribute Math Master Race forms and designate the team member to be the first scribe and runner. 2. Explain the rules of the race: a. Every team member must contribute to solving each phase of the race. b. The runner cannot move the team marker to the next phase until the teacher has verified their work and answer.

Lesson 9

c. If a team asks to be verified and the answer is not correct, the team must complete the phase again from the beginning. Work cannot be modified. d. The goal is to complete the race with no mistakes, not to be the first team to complete the race. 3. Students rotate jobs each race so every student will have a chance to be a scribe and a runner. Asking Questions 4. After each race choose the team(s) that completed the race with no mistakes to model the steps on the Smartboard. 5. Circulate around the classroom to clarify misconceptions and assess progress. III. Reflection and Readiness for Application: Think, talk and/or write about their learning 1. Bring the class together and ask students to record their strengths and struggles during the activity in their notebooks. Discuss common strengths, struggles, and strategies to make struggles into strengths. Reprocess the information learned 2. Take the posters down and ask students to explain the steps to complete the race in their own words in their notebooks to assist them with their homework problems for the evening. 3. Choose one students to make a video explaining the race steps to post on the web site for homework help as well. Check for Understanding 4. Students will hand in race pages and homework problems. Teacher will also assess student progress during the activity based on contributions to the team.