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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