Lesson Title:Reading Graphs for Information

MCS Camping Fractions!

Lesson Title: Camping Grade: 6 Strand: Number Sense & Numeration Fractions Learning Goal (Curriculum Expectations)  read, represent, compare, and order whole numbers to 1 000 000, decimal numbers to thousandths, proper and improper fractions, and mixed numbers;

Success Criteria: -Students are able to order fractions with unlike denominators -Students are able to compare fractional amounts -Students are able to determine if all campers received the same amount of pizza and who received the most -Students are able to determine what fraction of pizza each camper received in each cabin ICT Standards: Critical Thinking & Problem Solving Students think critically to manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Lesson Components Anticipated Student Opportunities for ICT Integration Responses Part 1: Minds On Ask students “How can you show Share drawings, and/or physical or virtual Share the laptop screens of the following websites: that 1 ½ is greater than 5/4? “ fraction manipulatives to show the  Illuminations Website – Fraction Model comparison of 1 ½ and 5/4 http://illuminations.nctm.org/ActivityDetail.aspx? In small groups, students can use a ID=11 variety of materials to show their understanding.  National Library of Virtual Manipulatives – Fraction Pieces Share responses on SMARTboard. http://nlvm.usu.edu/en/nav/frames_asid_ 274_g_3_t_1.html? open=activities&from=grade_g_3.html

Interactive Fractions  SMART Notebook software – Gallery Search>>Fractions

Part 2: Action Problem: At a camp, the campers stayed in 4 cabins. One day, the campers were treated to Screenshots of the following websites: pizza. The pizzas were given out in the following way: Grizzly Bear cabin – 3 pizzas Snowy Owl cabin – 4 pizzas Caribou cabin – 7 pizzas Salmon cabin – 5  Illuminations Website – Fraction Model pizzas http://illuminations.nctm.org/ActivityDetail.aspx? Name of Cabin Number of Number of Pizzas ID=11 Campers Grizzly Bear 4 3 Snowy Owl 5 4  National Library of Virtual Manipulatives – Fraction Caribou 8 7 Pieces Salmon 6 5 http://nlvm.usu.edu/en/nav/frames_asid_274_g_3_ Discuss how the number of pizzas given to each cabin was always one less than the t_1.html?open=activities&from=grade_g_3.html number of campers.  SMART Notebook software – Gallery Pose the problem that the students will solve: Search>>Fractions What fraction of pizza did each camper receive in each cabin? Did some campers get more pizza than others, or did all the campers receive the same amount of pizza? Which campers received the largest fraction of pizza?

IT Services: Teaching and Learning with Technology - Spring 2011 - http://community.elearningontario.ca MCS Camping Fractions!

Clarify that: • all the pizzas are the same size; • the pizzas can be cut into any number of equal pieces. Problem from eworkshop.on.ca

Part 3: Consolidation Guiding Questions: Math Congress:  What strategies did you use to solve the problem? Students will have an opportunity to share their thinking How did you find the amount of pizza that each camper in the Grizzly  with the large group during a Math Congress. Bear (Snowy Owl, Caribou, Salmon) cabin received?  Into how many equal pieces did you divide each pizza? Solutions can be shared on the SMART Board.  Why did you divide the pizza in this way?  How much did each camper in this cabin receive?  What information did you need to record so that others could understand your strategy and solution? Part 3: Highlights and Summary What math did we learn today? -How to convert a mixed number to an improper fraction or an improper fraction to a mixed number -How to represent mixed numbers and improper fractions in pictures using circular representations -How to order and compare fractions Part 3: Practice Anticipated Response

• Which fractional part is largest–fourths, fifths, eighths, or sixths? Why?  Fourths – fewer parts are needed to make the whole. • Which fraction – three fourths, four fifths, seven eighths, or five sixths – is closest to one whole?  Seven eighths – only one eighth is missing, and eighths are the smallest fractional part. • Why are seven eighths more than five sixths?  In both fractions, one fractional part is missing. Because eighths are smaller than sixths, seven eighths is closer to the whole than five sixths.

IT Services: Teaching and Learning with Technology - Spring 2011 - http://community.elearningontario.ca