TEKS Lesson Plan/Unit Plan
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Texarkana Independent School District
|Grading Period: |Refer to Scope and Sequence |Plan Code: | |
|Writer: |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. |
|TAKS Objective: |Objective 1 |
| |The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.|
|FoCUS TEKS and Student Expectation: |5.2 Number, operation, and quantitative reasoning. The student uses fractions in problem-solving |
| |situations. |
| | |
| |(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. |
|Supporting TEKS and Student Expectations: |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. |
|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
| |Students will review that the numerator is how many parts of a fraction is shaded. |
|Numerator | |
| | |
|Denominator |Students will review that the denominator is how many parts a whole is divided into. |
|Equivalent |Students will review that equivalent means equal. |
|Simplify |Students will learn to simplify a fraction. |
|Improper Fraction |Students will learn that an improper fraction is a fraction whose numerator is equal to or larger than |
| |the denominator. |
|Mixed Number |Students will learn that a mixed number is a number that is made up of a whole number and a fraction. |
[pic]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
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.
1. Review improper fractions and mixed numbers by using PowerPoint over improper fractions. Have students work several of the examples together.
See student IEP for modifications.
II. STUDENT PERFORMANCE
The students should be able to recognize a prime or composite number and be able to decipher a prime factorization of a number.
Students will complete On My Own p. 15.2 (Activity Sheet 1) changing improper fractions to mixed numbers.
Students will complete Activity Sheet 2.
Students will complete the Improper Fractions assessment.
See student IEP for modifications.
III. Assessment of Activities
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.
See student IEP for modifications.
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
3. 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.
4. 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.
IV. 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.
Math Advantage Harcourt Brace
B. Supplementary materials/equipment
• Pattern blocks
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. has some practice sheets that can be created for additional practice.
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