Lesson Title

Represents Part of a Whole

Teacher

Kaitlyn Smith

Unit
7: Fractions
Date
March 25, 2015
Learning Objectives
GLOs
SLOs
N13: Demonstrate an understanding of fractions by:
-explaining that a fraction represents a part of a whole
-describing situations in which fractions are used
-comparing fractions of the same whole that have like denominators.
Students Will:
Activate their knowledge of addition and subtraction in preparation for the new unit.
Mathematical
Communication Connections
Process Focus
Mental Mathematics and Estimation
Reasoning
Visualization

Assessment
Key Questions:

Can students demonstrate an understanding of fractions by explaining that a fraction

represents a part of a whole?
-by describing situations fractions are used and compare fractions of the same whole
that have like denominators.
Fraction Word Sort Worksheet

Products/
Performances
Learning Resources Consulted
Materials Used
Learnalberta.ca Alberta Program of
Task Cards
studies
Manipulatives
Math Focus 3- Teachers Resource
Task Card Recording Sheet
Chapter 5: Linear Measurement
Teachers Pay Teachers
Procedure
Introduction
Attention Grabber
Ask students what a numerator and denominator are.
Assessment of
Play Fraction I Have, Who Has.
Prior Knowledge
Expectations for
Students should show a positive attitude towards learning and engage in
Learning and
discussions.
Behaviour
Students should be respectful towards peers and self.
Students should gain the understanding that we are going to be working
with fractions in the next couple of weeks.
Advance
We are each going to find a task card and complete the task on that card. I
Organizer/Agenda have seven different fraction stations set up around the class. We are each
going to get about 10 minutes at each station. Explain the stations. Use
popsicle sticks to divide students into groups of 3, assign them to their
stations.
Transition to Body Have students move into their groups.
Station #1 & 2
Assessment
/Differentiation

Station #3

Fraction Match up: students will use flash cards to match pictures of
fractions with the number version (and word version for station 2).
Assessment: Formative
Through discussion and observation student is able to match the
fractions.
Differentiation:
Give students manipulatives to work with.
Spring Into frAction: Students are to read the task cards and follow the
instructions. They will be asked to create pictures of the different fractions.

Time
3 min
5 min

1 min

10 min

10 min

Assessment
/Differentiation

Station #4
Assessment
/Differentiation

Station #5 & 6
Assessment
/Differentiation

Station #7
Assessment
/Differentiation

Assessment: Formative
Through discussion and observation student is able to create
corresponding fractions.
Differentiation:
To make it more difficult have students try it without manipulative.
For those who are struggling have them ask their elbow buddy for help.
Slow down and break the concept up even more.
Fraction Bars: Students will color and label the fraction bars on the sheet
provided.
Assessment: Formative
Through discussion and observation student is able to create
corresponding fractions.

10 min

Differentiation:
To make it easier have students try it with manipulatives.
For those who are struggling have them ask their elbow buddy for help.
Slow down and break the concept up even more.
Fractions and Flower Fractions: Students will record in words and
numerically the answers to the fractions shown on the page.
Assessment: Formative
Through discussion and observation student is able to create
corresponding fractions

10 min

Differentiation:
To make it easier have students try it with manipulatives.
For those who are struggling have them ask their elbow buddy for help.
Slow down and break the concept up even more.
Piece of Cake: Students will trade pieces of cake to create different
fractions. They will record two different fractions for each cake. (the pieces
create a whole cake).
Assessment: Formative
Through discussion and observation student is able to create
corresponding fractions

10 min

Differentiation:
To make it easier have students try it with manipulatives.
For those who are struggling have them ask their elbow buddy for help.
Slow down and break the concept up even more.
Closure
Assessment for
Learning
Feedback from
Students
Feedback to
Students
Transition to Next
Lesson
Reflection

Exit slip: write the fraction 1/5 as a number and show it as a picture. Post it
on the board and 2/3 M can line up at the door and my class can sit back
down where they were.
Ask students if they have a better understanding of what fractions are.

Time
3 min
1 min

Tell students what you thought about the class.

1 min

Tomorrow we will continue with the stations.

1 min