Download EQAO Tutor Package: Measurement - dpcdsb

Date: Feb. 27, 2012
Overall Expectation:
Gr: 7/8
Strand:
Fractions
Solve problems involving whole numbers, decimal numbers, fractions, and
integers, using a variety of computational strategies
Specific Expectations:
- Grade 7:
- add and subtract fractions with simple like and unlike denominators using a variety of
tools
Grade 8:
- Solve problems involving addition and subtraction with simple fractions
Concrete
Materials:
Laptop,
SMARTBoard,
Fraction
Strips
Process Expectations:
Selecting tools and computational strategies
Learning Goal/Big Idea:
Students will be able to:
- add fractions with unlike denominators using a number line, virtual manipulatives and
fractions strips
Grouping: Whole Group
(e.g. think/pair/share, 4 corners strategy)
CLIPS (SMARTBoard)
2.4: Forming Equivalent Fractions
2.5: Practice: Forming Equivalent Fractions
~10
mins.
During:
Grouping: 3 groups
30
min.
“Working on
It/Action!”
Students will be divided into 3 groups and rotated between
3 centers. They will have 10 minutes at each station to
explore various strategies of how to solve the question
using the given tools.
Before:
“Getting
Started/Minds
On”
(Activate Prior
Knowledge)
(Understand the
Problem)
Question
In a Grade 7 and 8 class, 3/6 of the students have one pets
and 1/4 have two pets.
A. i)Estimate the fraction of the class that has either
two or three pets
ii) Calculate the fraction of the class that has either
two or three pets.
B. i) How many students do you think are in the class?
Why?
ii) How many own one pet?
Key
Vocabulary:
Date: Feb. 27, 2012
iii) How many own two pets?
C. If 1/3 less of the students in the Grade 8 class
than the Grade 7 class have pets, how many
students in Grade 8 have at least one pet?
Station 1: @SMARTboard
Fraction Piece Manipulative (NVLM)
http://nlvm.usu.edu/en/nav/frames_asid_274_g_3_t_1.ht
ml?open=activities&from=category_g_3_t_1.html
Station 2:
Fraction strips
Station 3:
Number line
After:
“Reflecting and
Connecting/Cons
olidation”
(Debrief)
Grouping: Whole Group
1. Consolidation Strategy (e.g. Bansho/Gallery
Walk/Math Congress)
Did you get the same answer at all stations? If not, why?
Which method did you prefer to solve the problem?
~25
min.
3 Components:
1.Consolidation
Strategy
2. Highlights and
Summary of Key
Learnings
(Mathematical
Truths)
3. Independent
Practice
-
2. Highlights and Summary Component:
Anticipated Key Learnings:
Solving problems by adding fractions using a variety of
methods. Specifically using fraction strips, fraction
pieces (virtual manipulative) and number lines.
Renaming fractions is often the key to comparing them
or computing with them. Every fraction can be
renamed in an infinite number of ways
3. Independent Practice Component:
Open Question:
Choose two different, non equivalent, fractions to add to
meet these conditions
- Their sum is a little more than 1
- Their denominations are different
- At least one denominator’s odd
Tell how you predicted the sum would be a little more than
1.
Calculate the sum and explain your process.
~5
min.
Date: Feb. 27, 2012