Download TEKS Lesson Plan/Unit Plan - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
Grading
Period:
Plan Code:
Writer:
Refer to Scope and
Sequence
Barbara Fugitt
Course/subject:
Math
Grade(s):
Fifth grade
Time allotted for
instruction:
3 – 45 minute class
periods.
Title:
The Improper Math
Lesson Topic:
Understanding how to change from an improper fraction to
a mixed number and a mixed number to an improper
fraction.
Objective 1
The student will demonstrate an understanding of numbers,
operations, and quantitative reasoning.
5.2 Number, operation, and quantitative reasoning. The
student uses fractions in problem-solving situations.
TAKS Objective:
FoCUS TEKS and Student
Expectation:
Supporting TEKS and
Student Expectations:
(B) The student is expected to generate a mixed number
equivalent to a given improper fraction or generate an
improper fraction equivalent to a given mixed number.
5.3 Number, operation, and quantitative reasoning. The
student adds, subtracts, multiplies, and divides to solve
meaningful problems.
(A) The student is expected to use addition and subtraction
to solve problems involving whole number and decimals.
(B) The student is expected to use multiplication to solve
problems involving whole numbers.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
Concepts
Numerator
Denominator
Equivalent
Simplify
Improper Fraction
Mixed Number
Enduring Understandings/Generalizations/Principles
The student will understand that
Students will review that the numerator is how many parts of a
fraction is shaded.
Students will review that the denominator is how many parts a
whole is divided into.
Students will review that equivalent means equal.
Students will learn to simplify a fraction.
Students will learn that an improper fraction is a fraction whose
numerator is equal to or larger than the denominator.
Students will learn that a mixed number is a number that is
made up of a whole number and a fraction.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections/anticipatory set
1.
Begin the lesson by discussing the vocabulary. Review with students what a
proper fraction is. A proper fraction is less than one and is part of a whole. The
numerator is smaller than the denominator.
2.
Write a fraction on the board, like 6/4. Ask the students to look at the fraction and
ask them what they see. They should say that the numerator is larger than the
denominator. Guide them towards the idea that this fraction is greater than one
because of what they know about fractions.
3.
Have students work in pairs or groups and find a way to make the fraction a
proper fraction. Give students an ample amount of time to find a possible
solution. Have students show their possible solutions. You will get one group who
will get it right. Show students by drawing a picture of the fraction. They will see
that the mixed number is 1 2/4 or 1 1/2.
B.
Instructional activities
1.
Objectives:
The student will identify, read, and write mixed numbers and
rename fractions to mixed numbers.
2.
Procedures:
The teacher will explain improper fractions and mixed numbers
and demonstrate to students how to convert an improper fraction into a mixed
number.
3.
Modeling: The teacher will use pattern blocks and the overhead, board, or chart
paper for recording answers to demonstrate improper fractions and mixed
numbers.
C.
Guided activity or strategy
Day 1
1.
Have students continue working in groups and pass out pattern blocks. Tell each
group to pull out 16 green triangles. Have the students cover as many yellow
hexagons as possible. Ask students how many hexagons they covered. 2 and
4/6 is the answer. Ask students if they could reduce 4/6. They should say yes
and the answer is 2/3. Ask the students what fraction is not covered. 2/6 or 1/3
Make sure you have them reduce fractions.
2.
Ask students to look at their pattern blocks and use another shape and do the
same thing. Have students draw their solutions. They could use a trapezoid.
3.
Now that you have shown students how to find mixed numbers by using pictures.
Teach students the following steps:
A. Divide the denominator into the numerator.
B. Once you have the whole number, place the remainder over the original
denominator.
C. To change mixed numbers to an improper fraction multiply the whole number
by the denominator of the fraction.
D. Then add the numerator to the product.
E. Take your final answer and put it over the original denominator.
4.
Go over several examples with the students. Use Math book p. 273 for
examples.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
Day 2
1.
Review improper fractions and mixed numbers by using PowerPoint over
improper fractions. Have students work several of the examples together.
II.
D.
Accommodations/modifications
See student IEP for modifications.
E.
Enrichment
STUDENT PERFORMANCE
A.
Description
The students should be able to recognize a prime or composite number and be able to
decipher a prime factorization of a number.
Day 1
Students will complete On My Own p. 15.2 (Activity Sheet 1) changing improper fractions
to mixed numbers.
Day 2
Students will complete Activity Sheet 2.
Day 3
Students will complete the Improper Fractions assessment.
III.
B.
Accommodations/modifications
See student IEP for modifications.
C.
Enrichment
Assessment of Activities
A.
Description
The teacher will know the students have begun to master improper fractions when they:
 Complete the Day 1 and Day 2 activities with a 70% or higher.
 Complete the Improper Fraction Assessment with 70% or higher.
B.
Rubrics/grading criteria
Complete all activities with a 70% or higher.
C.
Accommodations/modifications
See student IEP for modifications.
D.
Enrichment
E.
Sample discussion questions
1.
What is an improper fraction? An improper fraction is when a fraction has a
greater numerator than a denominator.
2.
What is a mixed number? A whole number and a fraction
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
3.
4.
IV.
How do you change an improper fraction to a mixed number? Divide the
numerator by the denominator. Take the remainder and put it over the
denominator.
How do you change a mixed number to an improper fraction? Multiply the
denominator and the whole number. Take the product and add it to the
numerator. Take the final answer and put it over the original denominator.
TAKS Preparation
A.
Transition to TAKS context
1. Students will complete a TAKS formatted Assessment.
B.
Sample TAKS questions
This TEK has not been tested, but it doesn’t mean it won’t be tested in the future.
I have enclosed a TAKS formatted transparency for students to see. (TAKS
Transparency)
V.
Key Vocabulary
Numerator, denominator, equivalent, simplify, fraction, reduce, simplest terms, mixed number,
improper fraction.
VI.
Resources
A.
Textbook
Math Advantage
Harcourt Brace
B.
Supplementary materials/equipment
 Pattern blocks
C.
Technology
1. Overhead projector: Modeling improper fractions and mixed numbers.
2. Computers: PowerPoint of improper fractions.
VII.
Follow Up Activities
Have students review changing improper fractions to mixed numbers and back using morning
work activities and/or homework activities.
VIII.
Teacher Notes
This lesson is one that will need to be reinforced several times over. This is just an introductory.
Students will need to practice on numerous occasions. Students will need to have an
understanding of fractions, multiplication, division, subtraction, and addition before
teaching this lesson. Edhelper.com has some practice sheets that can be created for
additional practice.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District