Each question in the assessment review would be a card. After each question rotate roles.

Step 1- Number each person in the group. Will need 4 people per group.

Role #1- Fan out the cards with the questions

Role #2 - Pick a card and read it to #3

Role #3- Answer the question

Role #4- Praise or Tutor #3

ELD 3-Grade 9, Module 1: Good Food, Bad Food

By the end of this Unit students will be able to write a proposal for how to encourage healthier eating at their own school.

Opening Activity: The class will add graffiti to their units wall, by answering the following question with hashtags, images, questions, or statements.

"How can we make healthier food choices more appealing and accessible at our school?"

https://docs.google.com/document/d/1oSfZI7g5FvtTJp1sfAgqLctguLhkqc4ritGJmb2Pp6Y/edit?usp=sharing

Download lesson plan

Grade

Third Grade

Subject

Math

Fractions

Fraction Models

Fractions as Parts of a Set

Fractions as Parts of a Whole

View aligned standards

Common Core State StandardsTexas Essential Knowledge and Skills (TEKS)Virginia Standards of Learning (SOL)Next Generation Science Standards (NGSS)BC Performance StandardsAlberta Program of StudiesThe Australian Curriculum (ACARA)The Victorian Curriculum (F-10)

3.NF.A.1

Learning Objectives

Students will be able to divide sets into equal parts and identify the parts using fractional names.

Introduction

(15 minutes)

• Tell students that today they are going to learn how to represent parts of a set, or a group of things, that we call fractions.

• Tell them that a fraction represents a part of a set, and therefore it is not meaningful without knowing what the total of the set is.

• Show a set of four balls consisting of three soccer balls and one football.

• Ask students what fraction of this set of balls are soccer balls. Answer: three-fourths or three quarters.

• Tell students that you have to know what the whole amount, or total number of items in a set, is to know what the given part represents. Relate it back to your last example by bringing up that you have to know that there are four balls total to know that three quarters of them are soccer balls.

• Have five girls and three boys come to the front of the class. Ask the class what fraction of the group is girls. Ask the class what fraction of the group is boys. Remind them, if needed, that each is a fraction out of eight.

• Show a set of shapes containing four squares and three rectangles. Ask what fraction of these shapes are triangles. Answer: zero out of seven.

• If more examples are needed, you can collect shoes from students and determine what fraction require laces, or bring students to the front of the class and determine what fraction are blonde or brunette.

Showdown Strategy implementation: Show a set of four balls consisting of three soccer balls and one football.

• Ask students what fraction of this set of balls are soccer balls.

• Showdown-give students time to respond on their whiteboards to the question and then show their group-showdown.

• Answer: three-fourths or three quarters.

  Materials: index cards, whiteboards or whiteboard markers.

EQ: What value does technology bring to people's lives?

Building on prior knowledge gained during studying Industrial Revolution.

Philosophical Question: Technology has brought value to people's lives.

Teacher would need to select appropriate text to use during the collaborative strategy.