Objectives: Assessment: Possible Resources: Possible Strategies:

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1 By the end of 3 rd grade, students will: 1. Understand and write simple, including ½ and 1/4, when necessary in real life situations, such as: -dividing pizzas, cookies, oranges, etc. (½ and 1/4) -measurement (½ inch) Whenever appropriate using real life situations By the end of 6 th grade, students will: 1. Understand that a fraction represents equal parts of a whole by: -identifying -building -writing including halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths. Example: 3/4 of a pizza, where each of the four parts is equal. 1. Provided Instructional Resources: Houghton Mifflin Co., 2005 S Seeing Fractions S Fraction manipulatives: pattern blocks, Cuisenaire rods, fraction pizza, fraction tiles, eating 1. Provided Instructional Resources: Houghton Mifflin Co., 2005 S Fractions by Steven Rasmussen S Fraction manipulatives: pattern blocks, Cuisenaire rods, fraction pizza, fraction tiles, eating S M&M Math S Math Teacher s Book of Lists, page S Problem solver 4/5/6, by Creative Publications and Space 1. Instructional strategies could S Explore with manipulatives S Cut out paper strips 1. Instructional strategies could 1

2 2. Understand that parts of a group can be shown as a fraction by: -identifying -building -writing a variety of for groups. Example: 19 out of 28 students are eating hot lunch (= 19/28) 2. Provided Instructional Resources: S Fraction Circles Plus, Creative Publications S Manipulatives - fraction circles, overhead fraction pieces S M & M fraction tiles S Understanding Fractions Without an Anesthetic by Mel Twitchell 2. Instructional strategies could S White boards 2

3 3. Demonstrate the ability to use in real world problem solving -by identifying that the value of any number over itself is equal to one -by identifying that the value of any number over one is equal to itself -by dividing a number up to 100 into prime factors -by applying the following skills with like : -compare -add with sums less than one -subtract proper -by applying the following skills with unlike having denominators of 30 or less: -find common denominators -identify equivalent -compare 1 + ½ = UA. 1½ B..5 C. 2½ D. 2.5 E. 2 / 2 3. Provided Instructional Resources: S Fraction Circles Plus, Creative Publications S Manipulatives - fraction circles, overhead fraction pieces S M & M fraction tiles S Understanding Fractions Without an Anesthetic by Mel Twitchell 3. Instructional strategies could S White boards 3

4 -add and subtract -simplify to lowest terms -convert improper to whole and mixed numbers and vice versa -by multiplying with denominators up to Understand the relationship between and decimals by accurately converting between decimals and commonly encountered including halves, fourths, fifths, tenths, hundredths, thousandths (but not thirds, sixths, sevenths, etc. What percent of 36 is 9? A. 4% UB. 25% C. 1/4% D..25% E. 35% 4. Provided Instructional Resources: S Fraction calculators S Fraction Menu Resource available at D.O. Curriculum Office Mathematics 2005 S Fraction Circles Plus, Creative Publications S Manipulatives - fraction circles, overhead fraction pieces S M & M fraction tiles S Understanding Fractions Without an Anesthetic by Mel Twitchell 4. Instructional strategies could S White boards 4

5 5. Demonstrate the ability to use decimals in real world problem solving, including money applications, by: -adding and subtracting up to and including the thousandths place -multiplying decimals using whole numbers, tenths, and hundredths -dividing decimals using whole numbers as the divisor -dividing decimals using decimals as the divisor Which number is the GREATEST? A. 0.5 UB. 5.0 C D E dimes, 4 nickels and 3 pennies equals: A. $.33 UB. $.43 C. $.38 D. $.63 E. $ Provided Instructional Resources: S Math List for Teachers, p S Word Problems by Bill Linderman, Instructional Fair, Inc., Instructional strategies could S Creative money activities S Menus S Projects 6. Understand the relationship of percentages to decimals and by expressing a percentage both as a decimal and as a fraction over one hundred. 6. Provided Instructional Resources: S Fractions, Decimals and 6. Instructional strategies could S Cut up graph paper (100 grid) or color in 33%, then you can show that is 1/3 of your grid 5

6 Percents, Instructional Fair, 1994 and Space 6