Grade 5 Lesson Plan - Math
Written by Joyce Baker & Jill Burnes
Outcome:
The student understands and applies the operations of addition, subtraction, multiplication, and division to whole numbers, fractions, and decimals.
Objective:
The student will find equivalent fractions by multiplying or dividing.
Materials
For the lesson:
- 1 to 7 sets of twenty index card labeled "1/2, 1/3, 2/3, 1/4, 2/4, etc." with denominators 2, 3, 4, 5, and 6.
- 1 to 7 number cubes or spinners showing 4, 8, 10, 12, 15, 18.
- Fraction Circles for every pair of students.
- Addison-Wesley Mathematics textbook, p. 144-145.
For enrichment:
- 1 number cube showing 1 - 6 for each group of three students.
- 1 number cube showing 7 - 12 for each group of three students.
For accelerating the learning:
- Transparency #10 (Blank Number Table) from the Teacher Support Package.
- Reteaching skills review 9 - 3 from the Teacher Support Package [RW - 5, p. 89]
- Multiplication flashcards
For the homework:
- Skills Maintenance, 9 - 3, from the Teacher Support Package [PS - 5, p. 89]
Lesson Length: Approximately 60 minutes
Vocabulary: Equivalent
Connections:
Reading:
The student reads and understands information to perform a specific task.
Writing:
The student writes coherent paragraphs.
The student writes for a range of purposes.
The student writes for different audiences.
Communication:
The student pays attention while others are talking.
The student listens for main ideas, details, meaning, relationships, and fact vs. opinion.
The student communicates with an expanding range of audiences.
The student uses language to interact with others (e.g., greet people, expresses feelings).
Strategy: Cooperative Learning
Procedure:
Opening Activity: (15 minutes)
1. Put student into cooperative groups of four.
2. Give each group two sets of fraction circles, They need paper and pencil.
3. Teacher draws a card from a set of twenty labeled cards. Have the students write down the fraction on their papers.
4. Teacher rolls the number cube or spins the spinner. Each group determines if an equivalent fraction can be written using the denominator shown on the cube.
5. One group reports their equivalent fraction to the class (or says no equivalent fraction can be made).
6. All groups use their fraction circles to verify the response.
7. Continue until each group has done at least one fraction.
8. If time permits, two cooperative groups can explore equivalent fractions using this process. Pass out a set of cards and a cube or spinner to use.
Guided Practice: (20 minutes)
1. Conduct a whole class discussion on "Finding Equivalent Fractions" from p. 244.
2. Work through #1 - 5 as a class.
3. Have student do #6 - 10 independently and the teacher checks answers of each student.
Independent Practice: (~10 minutes)
1. Have students do problems 1 - 16, page 245
Enrichment:
1. Put students into groups of 3.
2. Give each group a number cube showing 1 - 6 for the numerator and a second number cube showing 7 - 12 for the denominator.
3. One student rolls each die. The second writes the fraction and an equivalent fraction. The third student checks the answer.
4. The three switch roles and repeat.
Accelerate the learning:
1. For the first error, have student complete a multiplication factions table (TA10) and then test their recall by using flashcards.
2. For the second error, use the Reteaching Supplement 89.
Close and Assess: (10 minutes)
1. In Math Journals, have students write a paragraph explaining how to show that 3/4 is equivalent to 6/8. Student may include drawings, but must write an explanation of their drawing.
Homework:
1. Give each student the Skills Maintenance, 9 - 3 [PS - 5, p. 89].