Find a place to display a large monthly calendar for students to see and write on. As a daily routine, students will record their thinking on this calendar as they explore patterns in factors and multiples. See Unit 3 Lesson 5.
Display the class number line (0–130) where students can see and reach it with a pointer.
Attach a desk number line (0–100) to each student's desk to use throughout the year.
Provide each student copies of the Small Multiplication Table
. See Unit 8 Lesson 5.
Display the Math Practices page where all students can see it.
Have the following tools readily available for the Daily Practice and Problems items in this unit:
- counters or connecting cubes
- number lines
- monthly calendar
- individual clocks
- coins
- calculators
- fraction circle pieces
- ruler
- Writing Numbers in Words (Student Guide) Reference
- Addition Strategies Menu (Student Guide) Reference
- Subtraction Strategies Menu (Student Guide) Reference
- Multiplication Facts I Know chart (from Unit 8)
- Triangle Flash Cards: 2s and 3s (Teacher Guide)
| LESSON | SESSIONS | DESCRIPTION | SUPPLIES |
|---|---|---|---|
LESSON 1Kid Fractions |
1 | A group of students stands at the front of the class while the teacher presents a fraction based on some characteristic of the group. The rest of the class tries to determine what characteristic of the group the teacher has in mind. Discussion focuses on the relationship between the part and the whole and the meaning of the numerator and denominator. |
|
LESSON 2Circle Pieces: Red, Pink, Yellow, Blue |
3 | Student explore circle pieces used to represent fractions and develop fraction concepts. |
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LESSON 3Circle Pieces: Red, Pink, Orange, Aqua |
2–3 | Students continue to explore circle pieces used to represent fractions and to develop fraction concepts. |
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LESSON 4Folding Fractions |
2 | Students fold uniform strips of paper into equal parts to show halves, fourths, eighths, thirds, and sixths, labeling each part according to the fraction it represents. Then they organize their fraction strips into a chart and use it to find equivalent fractions and to compare and order fractions according to size. Finally, they locate fractions on the number line. |
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LESSON 5Circles, Fraction Strips, and Number Lines |
1 | Students represent fractions using circle pieces, fraction strips, drawings, number lines, words, and symbols. Students make connections between these representations as well. |
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LESSON 6Comparing Fractions |
2 | Students use circle pieces to understand that dividing the unit whole into a greater number of equal parts results in smaller parts. Students use manipulatives and number lines to categorize fractions as those that are less than, equal to, or more than one-half using one-half as a benchmark for comparing fractions. |
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LESSON 7Workshop: Fractions |
2 | While reading “The Clever Tailor” story, students explore the meaning of different-size unit wholes. This lesson provides targeted practice with representing fractions and the concepts related to fractions. Students will also revisit the Fraction Hex Game from Lesson 6. |
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