Video

Lesson one and two:
Grade Five


Materials Needed:
SmartBoard to project Google Slide Presentation
Projector for modeling fraction building
Math Binders
Pencil and Eraser
Fraction Sponge Manipulatives
Wooden Tile Manipulatives
Worksheets:
Fraction as A Whole Check-in
Ordering Fractions Worksheet
Resources:
www.MathAntics
www.HomeSchool Math Resources
www.IXL.com
www.Education.com
Program of Studies: Grade 3, 4, 5 Math Outcomes
Overview of lessons: [depending on students, this material will likely cover 2 lessons]
Present as: Fraction Review, Google Slides
Projected Outcomes:
Comparing Fractions with a Common Denominator
Naming and Recording Fractions
Comparing and Ordering Fractions
Understanding that you can have two fractions that are ½ but not the same
Exploring Real-Life Examples of Fractions
Showing Purpose for Understanding Fractions
Assessment:
Students will engage in class discussion
Students will engage with games, played in pairs
Students will show the fractions that they have created in the math binders
Students will complete worksheets and I will mark them
Students will complete Show What you Know


Modifications:
Higher: Have worksheets and online sites loaded at grade five level
Lower: I am starting at a grade three Program of Studies Level.
I will support students as other students engage in exploration.
ELL: I am using videos, manipulatives with print on them, and modeling.


Fractions:
Lesson One:
Mention that we are going to build on their previous fraction knowledge
Mention that fractions are everywhere
Ask if kids can think of where in the world they would use fractions? Can they think of times they have seen a fraction?


Give concrete examples of where fractions are used in the real world


Watch Math Antics Fraction Intro Video 5min


Refresh their memories about the language used when talking about fractions


Have the kids use our brown wooden tiles to create a rectangle made of 4, 6, and 8 tiles. Have them turn over one tile and name the fraction they have created. i.e. 1/8 or 2/8 and so on].  
Have students write the fractions for what they have created in their math binder


Do the “Fraction of a Whole Check-In” sheet.
Talk about comparing fractions with common denominators


Using the fraction sponges, show on the projector different fractions, notice the same denominator, different numerator 2/5, 3/5 - ask which is greater, less? Give one sponge set to each table. Invite the kids to create different fractions with a common denominator. Start out with the whole shape. Break up the shape into all parts. Separate the parts. Add one part at a time, write down the fraction in your math booklet. Notice as you add parts to the shape the shape is getting closer to being whole again. Circulate the sponges to the pod closest to yours.


Give the class time to do each grouping. Give class the worksheet “Ordering Fractions”


Ask the class, what does it mean when you have two fractions, but the denominator is different?
How can we tell which fraction is greater?


Watch Math Antics about comparing fractions with same and different denominators


So, what have we talked about so far?


Fractions
Lesson two:


Materials:
Math binder
Manipulatives
Pencil eraser
Smartboard
Chrome books [for kids who get it]
Overhead projector
Google Slide Fractions
Answer keys for worksheets [optional]
Prep:
Print off the Fraction Language Folder [24 copies of the three sheets]
Objective:
-Ensure all students understand the language of fractions at this point [will add more language as we move along, ie. Improper fractions, etc.]
-Ensure all students can create a pictorial representation for a fraction in its whole or partial form
-Ensure all students can order fractions with a common denominator.
Language:
-Fraction: are parts of a whole, each part of a whole is a part or “fraction” of the whole.
-Numerator: A numerator represents the number of parts out of the whole, which is the denominator. Here is an example of a numerator: Out of a pizza having 6 slices, Rena gets 1 slice. That means the fraction for Rena is 1⁄6, where 1 is the numerator.  The remaining fraction for the person who owns the pizza will be 5/6. Or five parts of the whole pizza, which was divided into 6 originally.
-Denominator: how many pieces our whole is equally divided into
-Common Denominator:
-In order to add or subtract one fraction from another, it must have the same denominator, called a common denominator. It is impossible to add two fractions that have a different number of parts.
You need to know the least common denominator (LCD) of 4 and 8 if you want to add or subtract two fractions with 4 and 8 as denominators. The least common denominator, also called the lowest common denominator (LCD), of 4 and 8 is 8.
Class instructions:
-Mention that someone was wondering what the shaded parts of a pictorial fractions represent, so today we are going to ensure we all understand the same language.
-Give the class the copies of the language sheets/folder
-We will work through all of the sheets together, with me writing at the front and inviting kids who have questions, ideas, to share with the class.
-Watch Math Antics Comparing Fractions video from Google Slides
-Put Comparing Fraction sheet under the projector, work through two questions  
-Have kids who are done go onto Chrome Book and work through fractions only.
-In the last five minutes ask kids what we learned today and can someone pose a question where we could use the information we have talked about.
Modification: tell kids they only need to do 1-3 on comparing fractions. If they want to do all of the questions they can, and then they can go onto individual grade set fractions online apps.]
Assessment:
Go around and talk with kids one on one, have them show me how they explored, worked through concepts.
Go into Chrome Book Mathletics, etc, and see where people are at.