Fractions and Money Third Nine Weeks

Investigations Unit 8 and Fraction Café

SOL 3.3 a,b,c, 3.7, 3.8,3.11 – see the VDOE curriculum framework for more detail

Big Ideas

Fractional parts are equal shares or equal-sized portions of a whole unit.

Fractional parts have special names that tell how many parts of that size are needed to make the

whole.

The more fractional parts used to make a whole, the smaller the parts.

The denominator of a fraction indicates by what number the whole has been divided in order to

produce the type of part under consideration.

Two equivalent fractions are two ways of describing the same amount by using different-sized

fractional parts.

For addition and subtraction of fractions, the numerator tells the number of parts and the

denominator the type of part.

An understanding of 5, 10 and 25 in order to count collections of coins.

Adding on to find the difference. (Making change)

Anchor Experience

Fraction Café’- separate file, see math coach if not already given to you.

Classroom Routines and Mini-lessons

Today’s Number - Investigations

What Time Is It?- Investigations

What’s the Temperature? – Investigations

Minilessons for Early Multiplication and Division (Fosnot)

Number strings from “Number Talks”

Calendar – smartboard calendar available at Smart Exchange – go to http://exchange.smarttech.com

and search for daily calendar, many include money, time, counting etc.

Resources

Fraction Café’ (see math coach)

Teaching Student –Centered Mathematics, Grades K-2 p. 251 – 274

Teaching Student –Centered Mathematics, Grades 3-5 p. 131 – 166

Investigations: Unit 7 Finding Fair Shares, Investigations 1-3

Unit 8 Subtraction (Money), Sessions 3.4 and 3.5

Math Expressions: Volume 1, Unit 3, Lessons 4-6 and Volume 1, Unit 1, Lessons 2,7 Volume 2, Unit 7, Lesson 7 and Volume 2, Unit 6, Lessons 1-7, 16, 17

Enhanced Scope and Sequence http://www.doe.virginia.gov/testing/sol/scope_sequence/mathematics_2009/index.php

Modeling Fractions

Naming and Writing Fractions

Comparing Fractions

Adding and Subtracting Fractions

Money Counts

Assessments

Fractions -Pre and Post Assessments in Appendix 1

Money -Pre and Post Assessments in Appendix 2

Strategies

Models

Pictures

Fraction strips

Fraction circles

Number line

Clock

Ruler

Money

Folding Paper

Dot Paper

Region

Area

Length or measurement

Set

Vocabulary

Denominator

Dime

Dollar

Nickel

Quarter

Penny

Decimal Point

Numerator

Equivalent

Fraction

Fractional Parts

Denominator

Dime

Dollar

Nickel

Quarter

Penny

Decimal Point

Numerator

Online Resources/Games

VDOE Mathematics instructional video

http://www.doe.virginia.gov/instruction/mathematics/resources/videos/index.shtml

VDOE Vocabulary Word Wall Cards

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/index.shtml

Mathwire

http://www.mathwire.com/numbersense/morepv.html Virtual Manipulative Kit

http://highered.mcgraw-hill.com/sites/0073519456/student_view0/virtual_manipulative_kit.html

Suffolk County Resources

http://star.spsk12.net/

Rockingham County Resource page:

http://www.rockingham.k12.va.us/resources/elementary/3math.htm#1learning http://www.aaamath.com/B/g36a_cx1.htm#section2

http://www.freewebs.com/weddell/equivalent.swf

http://www.oswego.org/ocsd-web/games/fractionflags/fractionflags.html

http://www.mrnussbaum.com/cashout/index.html

Illuminations.com

VDOE enhanced scope and sequence

ABCYA.COM (100 Number chart and many other good things)

Investigations Smartboard activities

Place Value to 10,000 and 100,000 and addition and subtraction to 9,999

Investigations 4th Grade Unit 5

SOL 3.1, 3.2, 3.4– see the VDOE curriculum framework for more detail

Big Ideas

The positions of digits in numbers determine what they represent

The groupings of ones, tens, and hundreds can be taken apart in different ways.

Addition and Subtraction are connected. Addition names the whole in terms of the parts, and

subtraction names a missing part.

Models can be used to solve contextual problems for all operations.

Numbers are related to each other through a variety of number relationships( i.e. comparing and

ordering)

Anchor Experience

Investigations Unit 5

This unit is from 4th grade Investigations. See your Math Coach for resources.

Classroom Routines and Mini-lessons

What’s the Temperature? Investigations

Guess My Rule Investigations

Counting Around the Class Investigations

What’s the Temperature? – Investigations

Minilessons for Early Multiplication and Division (Fosnot)

Number strings from “Number Talks”

Calendar – smartboard calendar available at Smart Exchange – go to http://exchange.smarttech.com

and search for daily calendar, many include money, time, counting etc.

Resources

Investigations: Unit 5 (from 4th

Grade) ** see Curriculum Map

Enhanced Scope and Sequence Lessons Place Value Rounding Whole Number

Math Expressions: Volume 1, Unit 1, Lesson 6 Volume 1, Unit 3, Lessons 1-3

Assessments

Attached pre and post in Appendix 3

Strategies

Models

Landmark Numbers

Splitting

Regrouping

Skip Counting

Varying adding on and removing

Constant Difference

T-Chart

Proof Drawings

Visual Representations

Vocabulary

difference

digit

equation

sum

number line

equivalent

greater than/less than

inverse relationship

Place Value

Expanded Form

Standard Form

Written Form

Value

Online Resources/Games

VDOE Mathematics instructional video

http://www.doe.virginia.gov/instruction/mathematics/resources/videos/index.shtml

VDOE Vocabulary Word Wall Cards

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/index.shtml

Mathwire

http://www.mathwire.com/numbersense/morepv.html Virtual Manipulative Kit

http://highered.mcgraw-hill.com/sites/0073519456/student_view0/virtual_manipulative_kit.html

Suffolk County Resources

http://star.spsk12.net/

Rockingham County Resource page:

http://www.rockingham.k12.va.us/resources/elementary/3math.htm#1learning http://www.aaamath.com/B/g36a_cx1.htm#section2

http://www.freewebs.com/weddell/equivalent.swf

http://www.oswego.org/ocsd-web/games/fractionflags/fractionflags.html

http://www.mrnussbaum.com/cashout/index.html

Illuminations.com

VDOE enhanced scope and sequence

ABCYA.COM (100 Number chart and many other good things)

Investigations Smartboard activities

Appendix

Part 1 Fraction Assessments

Fractions Pre-Assessment Name _________________

1.

2.

3.

Fractions Pre-Assessment Name _________________

4.

5.

Fractions Post-Assessment Name _________________

1. A fraction represents part or parts of a ___________________

2. Divide this circle into fourths.

3. What fraction does this figure show? ______

4. Shade the figure below to show

5. Shade the triangle to show a half.

Fractions Post-Assessment Name _________________

6. Mrs. Leach ate of this pizza. How many slices did she eat?

A.

B.

C.

7. What fraction of the group of eggs is cracked? _______________

8. What fraction of the group of dogs has a bone? _________

9.

In the group above, what fraction are stars? ________

10. Circle the two figures that have an equivalent fraction shaded?

11. Circle the two figures that have an equal fraction shaded?

Fractions Post-Assessment Name _________________

12. True or False.

<

13. = ____

14. = ____

15. = ____

Write the improper fraction and mixed number for each of the following.

16. ___________________ __________________

17. ____________________ ____________________

18. _____________________ ____________________

19. of 12 is ______________________ 20. of 22 is _____________________

Appendix

Part 2 Money Assessments

Money Pre-Assessment Name _________________

1. What is the correct way to write two dollars and thirty-six cents?

Show your work for the following problems.

2. Theo has a stack of quarters that equal $1.50. How many quarters does Theo have?

3. If you had $2.35 and someone gave you $1.50, what would be the sum of the money

you have now?

4. A soft drink costs $0.50. Which of the following coin combinations could you use to buy

the soft drink?

a. three nickels and three dimes

b. four nickels and ten pennies

c. one nickel, two dimes and five pennies

d. one quarter, three nickels and one dime

5. How much money would you have if you had 2 quarters, 3 dimes, 1 nickel, and 8

pennies?

Money Post-Assessment Name _____________________

Money Post-Assessment Name _____________________

1 day? How many $1 bills does he need for 5 days?

4

5

6

7

Appendix 3

Place Value, addition and

subtraction

Name: ________________________

Place Value

Pre-Assessment

Identify the place of the underlined digit.

1. 4,892 __________________ 2. 6,205 ___________________

Identify the value of the underlined digit.

3. 4,892 __________________ 4. 6,205 ____________________

Write the following number in word form.

5. 2,312

______________________________________________________________

______________________________________________________________

Write the following number in expanded form

6. 2,312

______________________________________________________________

Write the following number in standard form

7. two thousand five hundred twenty one

_____________________________

8. 1,000+200+40+3

_____________________________

Round each number to the underlined digit.

9. 32 __________ 10. 59 ___________ 11. 203 __________

12. 956 __________ 13. 756 ___________

Compare the two numbers using symbols ( <, >, = )

14. 7,249 ____ 2,311 15. 899 ____ 8,897 16. 501 ____ 501

Compare the two numbers using words ( less than, greater than, equal to).

17. 1,902 _____________________________________ 903

18. 7,542______________________________________7,542

19. 192_______________________________________________1,992

Solve the problems below:

20. The third grade classes had 438 t-shirts to sell. They sold 396. How

many shirts do they have left?

21. Bobby had 130 tickets for the fair. His brother gave him 96 more. How

many tickets does he have to use at the fair?

22. 1,000 23. 241 + 677= 24. 999 - 72 =

- 563

Name: ________________________

Place Value

Post-Assessment

Identify the place of the underlined digit.

1. 104,892 ______________ 2. 786,205 _________________

Identify the value of the underlined digit.

3. 664,892 _______________ 4. 326,205 _________________

Write the following number in word form.

4. 793,521

______________________________________________________________

______________________________________________________________

______________________________________________________________

Write the following number in expanded form

6. 640,312

______________________________________________________________

______________________________________________________________

Write the following numbers in standard form

7. eight hundred thirty three thousand forty two

_____________________________________________________________

8. 800,000 + 11,000 + 6,000 + 900 + 30 + 5

Round the number to the underlined digit.

9. 52 __________ 10. 78 ___________ 11. 898 __________

12. 7,956 __________ 13. 2,756 ___________

Compare the two numbers using symbols ( <, >, = )

14. 7,249 ____ 7,311 15. 898 ____ 8,897 16. 1,401 ____ 1,401

Compare the two numbers using words ( less than, greater than, equal to).

17. 7,945 _____________________________________7,945

18. 9,201______________________________________9,102

19. 4,567______________________________________4,557