Garden of Fractions
Rational
This lesson was designed to teach students to work in groups in order to see multiple entry points and solutions to a single problem, as well as to work on justifying answers and steps to solve a mathematical problem. The question in the problem was designed to act as a review of the concept of equivalent fractions.
Lesson Plan
The Garden |
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By the end of this lesson, the students will be able to:
Understand how to work with equivalent fractions
Be able to work in groups to solve a problem
Be able to justify the steps taken to solve a problem
Understand how to work with equivalent fractions
Be able to work in groups to solve a problem
Be able to justify the steps taken to solve a problem
Group Size & Materials
The class will be divided into groups of 4-5 students
The class will be divided into groups of 4-5 students
Student Provided Materials:
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Teacher Provided Materials:
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Subject Competencies
- To reason using mathematical concepts and processes
- To communicate by using mathematical language
- To solve problems
- To exercise critical judgment
- To adopt effective work methods
- To cooperate with others
Time
20 minutes
10 minutes 30 minutes day 1 30 minutes day 2 30 minutes |
Lesson
Introduction: Review the concept of fractions and equivalent fractions. Demonstrate how something may be broken up in different and how to use fractions in an equation. Be certain the students understand how to find the "left-over" fractions.
Development: Part 1: Give each student a copy of the worksheet and as a class read over the problem to ensure understanding. Then ask the students to take a few minutes to write down what information they learned from the question and what it is they are being asked to do. This will allow the teacher to spot any students have difficulty and will ensure that all students will be entering their groups with something to share. Part 2: Give each group a colored pocket folder with their large graphic organizers and a draft version of the organizer. Have the students sit in the designated area marked off with the same color as their pocket folder. Students will then share the information they know and what they are looking for and devise a plan to solve the problem. On the first day they will make a rough draft of their solution, illustrating the steps to solving the problem using the graphic organizer. On the second day they will make a good copy of their work and illustrate what their garden will look like. Conclusion: Each team will present their solution, explain the steps the took and the reasoning behind using each step. This way the class can see the different approaches and have a chance to explain their thought process while solving the problem. Discussions can ensue if their is debate as to whether a team's work is correct. |