Julia Benvenuti

Part 4: Projected Sequence of Lessons

Lesson 1: Equal Lesson 2: Fraction Lesson 3: Number Lesson 4: An Lesson 5:

Sharing and Circles and Lines and Equivalent Fractions Open Response
Equivalence Equivalence Equivalence Rule (Veggie Pizzas)

Date: 11/5/2018 Date: 11/6/2018 Date: 11/7/2018 Date: 11/8/2018 Date: 11/13/2018

Learning Target: Learning Target: Learning Target: Learning Target: Learning Target:
Students extend their Students use an area Students use a length Students generalize Students use
understanding of model to recognize or number-line model their work with mathematical models
fraction equivalence and generate to recognize and visual fraction to compare fractions
by solving number equivalent fractions. generate equivalent models to explain with different
stories involving fractions. why a fraction a/b= numerators and
equally shared (n*a)/(n*b). denominators and
quantities. justify their
reasoning.

Overview: Students Overview: Students Overview: Students Overview: Students Overview: Students
will be given a story will be given time to will start by labeling will work on page 77 will work on page 81
problem to work on explore fraction number lines on page in their math book, of their math books,
independently. We circle pieces and 73 of their math shading equal parts using benchmarks to
will then come discover how many book. Then as a class of circles. We will help them identify an
together and I will of each color come we will discuss why then discuss the unlabeled fraction
encourage students to together to make a they chose to label relationship between line. We will then
share how they whole. We will also them the way they them. When the discuss as a whole
solved the problem. discuss what other did. XStudents will number of total class how we figured
Students will then colors can be equal. then each get number pieces increases, the out each one. I will
complete pages in Students will then line strips to cut out number of shaded then hand out the
their math books for complete the pages in and paste into the increases by the same veggie pizzas
that lesson. Going their math book that corresponding spot in factor. Students will worksheet. Students
over what the whole allow them to further their math book to then work on math will work
is is very important explore fraction help them understand pages that continue to independently or with
for this problem. circles. Having parts of a whole.X help them see the their table to
Also the 8-inch threw students cut out all (Weird page from pattern and rule for complete the
some of them off, so the fraction circles in math book. Did not calculating worksheet. In math
take that off, their book would take use.) Lastly, students equivalent fractions. book problem we
especially since it way too long so we will complete math A few students were compared the models
was the first lesson of used foam fraction pages using the not grasping the that were similar to
the unit. circles. Our bags of knowledge learned. concept when one another instead
these were not well Students have discussed as a group, of trying to look at all
organized, so fraction number lines so I worked with six at once. We
students needed to in the back of their them individually for discussed how a
work with their tables math book. Showed a bit. Should explain smaller denominator
to make whole circles them that they could why multiplying actually is a bigger
with the fraction line up a ruler to one numerator and fraction piece.
pieces. Showing that and see what denominator by same Knowing this fact is
in order for fractions fractions were factor works. (same helpful in some
to be equivalent they equivalent by looking as multiplying by 1) circumstances, but
need to exactly cover down the line of the This may help some students are not
the piece you are ruler. This helped students understand looking at the
comparing to is some, but for the because right now it numerator and are
something that may smaller fractions that just seems like a rule just assuming that the
have to be explicitly are closer in size, they apply because fraction with the
stated for some. they started thinking they are supposed to. smallest denominator
 Having an Elmo they were down the is the largest. We will
would be helpful to line of the ruler when be able to discuss this
show students this they were slightly when revising our
relationship. off. work on Thursday.

Materials needed: Materials needed: Materials needed: Materials needed: Materials needed:
math notebook, math math book, scissors, Math book, math Math book, math Math book, veggie
book, pencil math notebook, notebook, number notebook, pencil pizza worksheet,
pencil line page, scissors, pencil
glue, pencil

Formative Formative Formative Formative Formative

Assessment: Assessment: Assessment: Assessment: Assessment:
Exit ticket- “There Exit ticket: I will Exit ticket- I will Exit ticket- “List 3 I will collect the
are 5 chocolate bars. have a circle divided provide a partially equivalent fractions veggie pizza
Three friends want to into 6 even pieces on completed number to 2/10.” worksheet.
share them evenly. the board. “Shade ⅓ line on the board.
How much would of the circle and “Write the missing
each friend get? name the shaded fractions on the
Show a model of how portion.” number line.”
you solved.”

Strategies for Strategies for Strategies for Strategies for Strategies for
meeting the needs of meeting the needs of meeting the needs of meeting the needs of meeting the needs of
all learners: all learners: all learners: all learners: all learners:
One student has an One student has an One student has an One student has an One student has an
aid in the classroom aid in the classroom aid in the classroom aid in the classroom aid in the classroom
with him. Another with him. Another with him. Another with him. Another with him. Another
student will likely go student will likely go student will likely go student will likely go student will likely go
in the hall with my in the hall with my in the hall with my in the hall with my in the hall with my
mentor to get mentor to get mentor to get mentor to get mentor to get
individual guidance. individual guidance. individual guidance. individual guidance. individual guidance.
For all students we Students are given Manipulatives to help
read through story the opportunity to the more visual
problems three times explore the materials learners.
so that they are likely before we work as a
better understood. group so that they
can better understand
the materials and let
the newness factor
die down.

Lesson 6: Open Lesson 7: Comparing Lesson 8: Lesson 9: Modeling Lesson 10: Modeling
Response (Veggie Fractions Comparing and Tenths with Fraction Decimals with Base-
Pizzas Part 2) Ordering Fractions Circles 10 Blocks

Date: 11/15/2018 Date: 11/19/2018 Date: 11/20/2018 Date: 11/26/2018 Date: 11/27/2018

Learning Target: Learning Target: Learning Target: Learning Target: Learning Target:
Students discuss Students compare Students learn Students are Students model
models and fractions in number strategies to order introduced to the decimals with base-
explanations and stories. fractions and place relationship between 10 blocks.
revise their work. them accurately on fractions and
number lines. decimals.

Overview: Students Overview: Students Overview: Students Overview: Students Overview: Students
will be handed back will start by will do ordering will start by will complete math
their veggie pizza completing the math fractions completing the math message worksheet
worksheet along with message written on groupworthy task. message written on that has them
3 unnamed student the board in their We will conclude by the board in their labeling amounts of
samples. As a class math notebook. discussing some of math notebook. “Ten money in decimal
we will discuss the “Christian ran ⅘ of a the strategies that fourth graders shared form. We will then
student samples and mile. Naomi ran 7/10 students used to solve 2 liters of fruit juice discuss what dimes
how each student of a mile. Who ran the task. If there is equally during a class and pennies resemble
approached the farther? Or did they additional time party. How much as part of the whole
problem whether they run the same students will work on juice did each student dollar and relate it to
were correct or not. distance? Explain our math book pages for get? Use fraction yesterdays unit on
Students will then get answer.” We will this lesson. Should circles or drawings to tenths with the
the chance to revise then discuss as a have more clearly show how you got addition of hundreds.
their work. Many class. Students will introduced the use of your answer.” Students will then be
students used a complete the roles to the whole Students will then given base-10 blocks
similar strategy of comparing fractions group since this was use fraction circle to explore. I will ask
cutting each pizza up page in their math a new structure for pieces to explore and them what the longs
into the number of book to practice them. Make sure their discuss tenths. I will and cubes represent if
students so that each using comparison is a leader figure in show them that 1/10 the flat is the whole.
person gets one slice symbols to compare each group. (e. North can also be We will then discuss
from each pizza. fractions. I saw America group). represented as 0.1 the equivalence of 7
Some students split it students solve this Even though the and then have them longs and 70 cubes.
differently and we problem in many structure could have discuss what 0.2, 0.3, Lastly, students will
were able to talk ways. Some used been set up and 0.4 and so on would complete the math
about how the their knowledge of introduced better, the look as a fraction. book pages that
answers were still the equivalent fractions, students showed Students will then accompany this
same. I also clarified some drew fraction understanding of the work on math book lesson. The students
the misunderstanding circles, and some content and used pages for that lesson have used base-10
students were having drew number lines. different strategies in with their table blocks before, but as
with the denominator The only problem mates. The students whole numbers. I had
being smaller making with fraction circles order to compare and seemed to easily be to ask them to change
a bigger fraction. We and number lines is order the fractions. able to convert it up and think of the
discussed that even that the students fractions already flat as the whole or 1
though the pieces are drawing needs to be shown in tenths to instead of the small
bigger for one pizza, accurate in order for decimals, but a few cube. We also used
you could eat a lot of them to get the right still are struggling the thought of
small pieces that add answer. with seeing how fifth dollars, dimes, and
up to more than a big fractions convert to pennies today. Many
piece. We also decimals. students understood
discussed the the lesson. A couple
closeness to zero and still are writing 5/100
how being one small as 0.5 and so on, but
piece from one is this is a common
more than being one misunderstanding
big piece from one. that we will continue
to discuss in
tomorrow’s lesson as
well.

Materials needed: Materials needed: Materials needed: Materials needed: Materials needed:
Veggie pizza Math notebook, math Group instructions, Math notebook, math Math notebook, math
worksheet, 3 student book, pencil role cards, fraction book, fraction circles, message sheet, base-
samples, pencil cards, math book, pencil 10 blocks, math
pencil book, pencils

Formative Formative Formative Formative Formative

Assessment: Assessment: Assessment: Assessment: Assessment:
Exit ticket- “Marty Exit ticket- “Write a Exit ticket- “Write
and Mikyah both had fraction and a the following
I will collect their their own personal Exit ticket- “Order decimal for the fractions as decimals:
revised veggie pizza pizzas. Marty ate ⅞ these fractions from following circles.” I 74/100, 3/10, 29/100,
worksheet. of his, while Mikyah least to greatest: will have a circle 6/100”
ate ¾ of hers. Who ⅞, 5/5, ¾, 3/6, ⅓.” representing ⅖ and a
ate more? Or did they circle representing
eat the same? 7/10 on the board.
Explain.”

Strategies for Strategies for Strategies for Strategies for Strategies for
meeting the needs of meeting the needs of meeting the needs of meeting the needs of meeting the needs of
all learners: all learners: all learners: all learners: all learners:
One student has an One student has an One student has an One student has an One student has an
aid in the classroom aid in the classroom aid in the classroom aid in the classroom aid in the classroom
with him. Another with him. Another with him. Another with him. Another with him. Another
student will likely go student will likely go student will likely go student will likely go student will likely go
in the hall with my in the hall with my in the hall with my in the hall with my in the hall with my
mentor to get mentor to get mentor to get mentor to get mentor to get
individual guidance. individual guidance. individual guidance. individual guidance. individual guidance.
By looking at student For all students we Role cards and built For all students we Manipulatives to help
work we are able to read through story in participation read through story the more visual
analyze how different problems three times structures make sure problems three times learners.
people approach a so that they are likely that all students so that they are likely
problem. better understood. participate. better understood.
Manipulatives to help
the more visual
learners.