Module 5 lesson 13
Transcript of Module 5 lesson 13
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Topic C Comparing Unit Fractions and
Specifying the Whole
Module 5: Lesson 13
Objective: Identify a shaded fractional part in different ways depending on the designation of the
whole.
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Skip-Count by Fourths on the Clock (2 minutes)
(Hold or project a clock.) Let’s skip-count by fourths on the clock starting with 1.
Stop. From 3:00, skip-count by fourths backwards.
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Unit Fraction Counting (3 minutes)
(Draw a number line.) Count by halves to 2 halves, then back to zero.
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This time count by halves to 2 halves.
Good. Count backwards by halves starting with one whole.
Continue, possibly with thirds, fourths, and eighths.
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Division (3 minutes)
4 ÷ 2 = ____.Say the number sentence and the answer.
Continue with possible sequence: 6 ÷ 2, 6 ÷ 3, 8 ÷ 2, 8 ÷ 4, 10 ÷ 2, 10 ÷ 5, 12 ÷ 2, 12 ÷ 6, 12 ÷ 4, 12 ÷ 3.
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Draw a Unit Whole (3 minutes)
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Application Problem (5 minutes)
Davis wants to make a picture using 9 square tiles. What fraction of the picture does 1 tile represent? Draw 3 different ways Davis could make his picture.
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Application Problem (5 minutes)
Davis wants to make a picture using 9 square tiles. What fraction of the picture does 1 tile represent? Draw
3 different ways Davis could make his picture.
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Concept Development (33 minutes)
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Concept Development (33 minutes)
Changing the whole changed the unit fraction that we use to
describe the shaded part. What was 1 fourth of the whole card is 1
half of the new, smaller whole.
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Concept Development (33 minutes)
Tell your partner how you can figure out what fraction is
shaded.
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Concept Development (33 minutes)
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Concept Development (33 minutes)
Talk with your partner about why it’s important to know the whole.
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Concept Development (33 minutes)
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Problem Set (10 minutes)
Student Debrief (10 minutes)
Exit Ticket (3 minutes)
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Homework
3-3 Lesson 19Homework
Is Due Tomorrow!