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https://www.cde.state.co.us/standardsandinstruction/ma5-fractionreaction-pdf

https://www.cde.state.co.us/sites/default/files/documents/comath/documents/math_5th_grade.pdf

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PDF for Padlet: Click to Expand

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cpalms.org

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CAS.MAT.5.1.3.a.i.ii.iii
Use equivalent fractions as a strategy to add
and subtract fractions. (CCSS: 5.NF)

CAS.MAT.5.1.4
Understand the structure and properties of our number system. At their most basic level numbers are abstract symbols that represent real-world quantities

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Teacher: Looking at this fraction problem what information do you have?
Students: We see three pie charts that are cut differently.
Teacher: Excellent observation, how would you describe this information in your own words?
Student: Well even though they are cut differently, it looks like you could maybe make equal parts of the pies.
Teacher: Can you show me on the board?
Teacher: Does everyone agree or does someone see it differently?

What tools will you need?

What do you think the answer or result will be?

How would you describe the problem in your own words?

What do you know what is not stated in the problem?

What facts do you have?

How did you tackle similar problems?

What are the key points or big ideas in this lesson?

Why is that true?

How did you reach that conclusion?

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To differentiate throughout my unit and in my individual lesson, I will use a few strategies. The first way that I will differentiate, is the class instruction setup. My class will primarily be broken into three homogenous groups that rotate from centers individual/partner work, and small group instruction. This strategy differentiates for both advanced students as well as students who are falling behind. The second way in which I will differentiate instruction in both my unit as well as my lesson will be the fraction problems themselves. The same three ability level groups will receive different worksheets that are all on the same topic, just at different difficulty levels.

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For my formative assessments, I will use strategies like talk moves so that I can understand exactly where students thinking and understanding of the subject is. Some of the formative assessment strategies I will throughout the unit include...

Observations

Questioning

Discussion

Exit/Admit Slips

Learning/Response Logs

Graphic Organizers

Peer/Self Assessments

Practice Presentations

Visual Representations

As for summative assessments, I would use portfolio or project presentations as well as the more standard methods of summative assessment including...

State-mandated assessments

District benchmark or interim assessments

End-of-unit or -chapter tests

End-of-term or -semester exams

Self-assessing is a critical step in the teaching. Spending time considering what is working well (or not so well) in your classroom is essential for students success. One of the ways I will self asses is to journal my experiences. Some of the areas that I will continually self-assess will include...

Classroom Environment

Routines and Procedures

Parent-Teacher Relationship

Reaching All Students

Assessment

Teacher Collaboration

Professional Development

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White Boards
Chrome Books
Pencil & Notebook
Fraction Strips
Quisinare Rods

Link To Posters:

https://s-media-cache-ak0.pinimg.com/originals/ed/92/a5/ed92a5deebe1726e33d75ec9ea982037.jpg

https://s-media-cache-ak0.pinimg.com/originals/ae/36/78/ae36785a43baa8ade258c3fea62d4eff.jpg

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All requirements are

met. Includes at least

2 resources that can

help students who are

not "getting it"

1. State the objective
2. Give direct instruction
3. Use hands-on, non-linguistic representations
4.Use grouping
5.Use feedback, reinforcement and recognition
6.Use similarities and differences
7.Use advanced organizers such as graphic organizers
8.Provide feedback
9.Use summary and note taking
10.Restate the objective and reinforce the lesson

http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/

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Believing that fractions’ numerators and denominators can be treated as separate whole numbers.

Failing to find a common denominator when adding or subtracting fractions with unlike denominators.

Believing that only whole numbers need to be manipulated in computations with fractions greater than one.

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Resource:
http://www.colorincolorado.org/article/math-instruction-english-language-learners

Incorporating ELL Strategies:

Sentence Frames

Manuplitaves

Drawings

Real World Examples

Discussions

Math Journals

Technology

Vocabulary Instruction

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Virtual Manipulative:
http://nlvm.usu.edu/en/nav/grade_g_2.html
(fraction bars)

Fractions Games:

http://www.mathplayground.com/ASB_Speedway.html

http://www.mathplayground.com/Triplets/Triplets.html

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1. Make sense of problems and persevere in solving them

2. Construct viable arguments and critique the reasoning of others

3. Model with mathematics