Lesson 8

Subject: Mathematics Course/Grade: Grade 5 Unit 5: Fraction Sense and Manipulation, Lesson 8: Changing Mixed Numbers to Improper Fractions Instructional/Content Objective: Students will independently explore the physical connection between mixed numbers and improper fractions, develop a multiplication and addition rule for conversion, and correctly convert 8 out of 10 given mixed numbers to improper fractions. Curriculum Framework Standards: Through exploration and computation students will be able to (5.NF.3) interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Lesson Procedure I. Preparation Phase: Build background knowledge 1. Students will open their notebooks, write the days objective and answer the Math Message and MCAS question of the day. 2. Introduce the days objective by having two students read it directly from the board and two students express the objective in their own words. 3. Point out the guiding questions and ask students which question the objective addresses. Vocabulary 4. Call the class experts for improper fraction and mixed number to the board. Display their vocabulary boxes. Ask students to write as much as they can remember about the expert presentation from yesterdays lesson in one minute. Choose two students from the class to present each of the words with their notes. The experts and the rest of the class will clarify misconceptions and add any missing information. Arouse curiosity and the need to know 5. Propose the first problem to the class. You have 3 cakes. And will give half a cake to every student until you run out of cakes. How many half cakes do you have to give out? 6. Discuss strategies and show the visual representation on the Smartboard. II. Assistance and Associations Phase Making Connections 1. Use the virtual representations on the Smartboard lesson to manipulate the fractional pieces to create improper fractions from mixed numbers. Assign each problem a real-life scenario. 2. Ask students if they have discovered a mathematical computation that can be applied to the conversion to solve it without using the pictures (Multiply the denominator by the whole number and add the numerator to find the improper numerator. The denominator remains the same).

Lesson 8

Monitoring Understanding 3. Break students up into groups of three to complete the Magic Tunnel conversions. Groups will take turns explaining their strategies to the class and moving the values through the tunnel on the Smartboard. 4. Distribute conversion problem pages, individual whiteboards, markers, and erasers. 5. Students will assign a real-life scenario to each problem, draw a mixed number representation on their white board, complete the computation on the page, and prove their answer with an improper fraction representation on the whiteboard. 6. (Sponge Activity) Students who finish early can solve the student practice problems on the Smartboard and show all steps. Asking Questions 1. During the independent practice gather a small group of students identified during the lesson or small-group exploration to work with two student experts. Circulate around the classroom to clarify misconceptions, answer questions, and check progress. III. Reflection and Readiness for Application: Think, talk and/or write about their learning 1. Draw a line down the center of the white board. Label one side improper fractions and the other side, mixed numbers. 2. Ask students to think about which form of number they prefer to work with and which type of number will appear more in real-life situations. 3. Students must decide which side of the line they want to be on, how far they are away from the line, or if they want to be on the line. They will provide their reasoning on a sticky note with no name. Students will place their notes on the board. Reprocess the information learned 4. Once all sticky notes have been placed, collect them and redistribute them to different students. Students must read the other students reasoning and agree or disagree with their reasoning on the back of the post-it. Choose some students to stand and share their thoughts. Check for understanding 5. Students will hand in practice problems and sticky notes. Teacher will also assess student achievement of objectives through homework correction and observation during all phases of the lesson.