Date: March 27, 2013, 9:00 10:00

Lesson Title: Fraction Olympics

Curriculum Area (s): Math Grade Level: Grade 4/5 (level 1) Time Required: 60 minutes Standards: Author: Jason King Author Contact: McAdam Street School Rm. 2 Instructional Groupings: individual, whole class

NCTM Content Standards :Number and Operations Process Standards: develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers; use models, benchmarks, and equivalent forms to judge the size of fractions; recognize and generate equivalent forms of commonly used fractions, decimals, and percents; NB Mathematics Curriculum Grade Four GCO: Number (N): Develop Number Sense SCO: N8: Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: name and record fractions for the parts of a whole or a set compare and order fractions model and explain that for different wholes, two identical fractions may not represent the same quantity provide examples of where fractions are used.
Materials: Blackline Master 5.26 (enough for all students), texts, notebooks, math journals, smartboard, smartboard file( fractionolympics.notebook), pencils, loose-leaf paper. Overview: Students will be formed into teams and compete in a number of tasks and complete a number of activities.

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Students will be using various intelligences throughout the lesson (visual, spatial, bodily-kinesthetic, interpersonal, and logical-mathematical.) Peer scaffolding Students are working in teams with students of mixed ability. Students should be able to work together to solve problems they are unclear about. As a result of this lesson/unit students will Fractions name equal parts of 1 whole A proper fractions represents an amount that is less than one whole The denominator tells us how many equal parts are in the whole and the numerator tells us how many of those parts we are counting. The relative size of a fraction can be determined by comparing the fraction to 0, , and 1 Know (facts, vocabulary, how-to's, information that Do(Skills) (thinking skills, skills of the discipline is memorisable) skills you will assess) denominator Create visual representations of fractions using manipulatives. numerator Recognize how many equal parts are in a fraction shape (denominator) and how many of those equal pieces we are counting (numerator) whole Pre-Assessment (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?) Students will review the learning objectives that we have covered so far in class including the one that was introduced at the end of the last class. Students will then be told that we are competing in the fraction Olympics today and that we will be competing in teams. We will review what it means to show respect and to work as a team, including all members in the activities. Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc. 1. Review objectives. This reminds the students what we have learned and what we will need to understand for this lesson. If students pay attention, this will provide the answer for their journal entries/follow-up assessment. (3-5 minutes) 2. The students will then be introduced to the lesson for the day, which will be the fraction Olympics.(2 minutes) 3. Students are broken into two teams, and will rearrange themselves so that they are located close to their team. (5 minutes) 4. The first task is introduced. The first task is the Synchronized & Timed Parts of a Whole Labelling. The students will compete, one team at a time, to label the parts of the whole in a given time period. There is a timer on the smartboard page to make sure that both teams have the same time. Both squares have the same parts, but drawn in a different way. (5 minutes) 5. The students will then be introduced to the next task, which is called Name that fraction. Students will be shown a series of 6 slides for 10 seconds each. Each team will be responsible for recording the fraction they see on the slide on a piece of paper, in the given time period. Students will then turn in their answers to be checked for accuracy. (3-5 minutes) 6. The next task the students will do involves benchmarking. One at a time the teams will come up to the smartboard. They will sort a group of fractions into three categories (closer to 0, closer to , and closer to 1). As this was done at the end of the last class, a moment should be taken to remind students how to do this task, before beginning. The teacher should also tell the students that each member of the team must sort at least one fraction, but that they may receive help from their teammates.(5-10 minutes) 7. The next activity is a concrete activity to get the students up and going. The students have not done this activity before but it is the next logical step after the sorting activity done in step 6. The teacher will explain to students how we can use our benchmarking skills that we just practiced to

place fractions on a number line. We will then move the tables back a little and reveal the two number lines on the floor. Teams will line up and the teacher will shout out a fraction. One member from each team will stand on their teams number line, where they think their fraction should go. The first to get to the right spot wins a point for their team. If there is a tie, we can ask the students to explain why they chose where they did, or just award two points. Fractions we could use would be: 5/8, 2/9, 10/12, 10/15, 2/20, , and 4/7. One member form the team of six will have to compete twice. (15 minutes) 8. The next task is to do page 179 in their texts as a group, however every member of the group os responsible to have their own copy of the work completed. There are only 5 short questions. @ questions will be done on blackline master 5.26 which the teacher will provide. (5-10 minutes.) 9. Time permitting, the final task will be to do a math journal entry of 5 sentences. Again the group collaborates but all students must write the sentences. (5 minutes) 10. Awards ceremony. (3 minutes) Follow-up & Assessment Students will talk about the journal ideas that their teams came up with. Both teams will be winners and share the podium. The teams will each be given a medal which they will have to determine how to dived equally, telling the teacher what fraction of the necklace each team member will receive before being able to leave the podium.