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## 1. Equivalent Fractions across the curriculum

### 1.1. Title - Template Example

1.1.1. Main Objective

1.1.1.1. Key Questions

1.1.1.2. GLO's

1.1.1.3. SLO's

1.1.1.4. Outcome

1.1.1.4.1. Students will Know...

1.1.1.4.2. Students will be Able To

1.1.1.5. M.I.

1.1.2. Learning Plan

1.1.2.1. Introduce (activating)

1.1.2.2. Provide Pathway (acquiring)

1.1.2.3. Practice

1.1.2.4. Applying

1.1.2.4.1. Together with Instructor

1.1.2.4.2. Individually by student

1.1.2.4.3. Small Groups

1.1.3. Resources

1.1.3.1. Materials

1.1.3.2. People

1.1.3.3. Technology

1.1.3.4. Other

1.1.3.5. Integration Concepts if Applicable

1.1.4. Assessment

1.1.4.1. Strategy

1.1.4.1.1. Performance Task, Observation Checklist, Interview, etc

1.1.4.2. Criteria

1.1.4.2.1. Rubric, Achievement Indicators from Curriculum, Student or Teacher Generated

1.1.4.3. Reflection

1.1.4.3.1. Did you students succeed?

1.1.4.3.2. What do I need to change/adapt?

### 1.2. Lesson 1. Fractions in Math - Introduction

1.2.1. Take the Fear out of Fractions

1.2.1.1. Key Questions

1.2.1.1.1. Why are people afraid of Fractions?

1.2.1.1.2. At it's root, what actually is a Fraction?

1.2.1.1.3. How do you use numbers to describe something that has been cut-up evenly?

1.2.1.2. Develop Number Sense

1.2.1.3. 7.N.7 pg 23

1.2.1.4. Outcome

1.2.1.4.1. Students will Know that Fractions are simply dividing something evenly

1.2.1.4.2. Students will be Able To Visually divide basic objects up and relate it to basic Fraction numbers

1.2.1.5. M.I.

1.2.1.5.1. Kinesthetic

1.2.1.5.2. Visual

1.2.1.5.3. Audio

1.2.1.5.4. Interpersonal

1.2.1.5.5. Logical

1.2.2. Learning Plan

1.2.2.1. Dozen Donuts

1.2.2.1.1. How do we cut up these donuts so everyone gets exactly the same amount?

1.2.2.2. Smart Board Circles and Squares

1.2.2.2.1. relate to basic Division concepts

1.2.2.2.2. Draw a shape on the Smartboard and collaborate with the class on how to cut-up the shape evenly

1.2.2.2.3. Relate each new area to a numerical fraction

1.2.2.3. Online Work sheet

1.2.2.3.1. Basics Geometric Shapes

1.2.2.3.2. Have the students complete the worksheet

1.2.2.4. Applying

1.2.2.4.1. Fractions Smart Board Jeopardy Game

1.2.3. Resources

1.2.3.1. Materials

1.2.3.1.1. Dozen Donuts from Timmies

1.2.3.1.2. Smartboard game prepared

1.2.3.2. Technology

1.2.3.2.1. Smartboard

1.2.3.2.2. Internet

1.2.4. Assessment

1.2.4.1. Strategy

1.2.4.1.1. Initial Observation from game, correcting answers from work sheet

1.2.4.2. Criteria

1.2.4.2.1. No Assessment - No judgement - just try to create a positive atmosphere, and get a "feel" for their attitudes

1.2.4.3. Reflection

1.2.4.3.1. Did you students succeed?

1.2.4.3.2. What do I need to change/adapt?

### 1.3. Lesson 2. Fractions in Math and Music

1.3.1. Key Questions

1.3.1.1. How do you separate sound/Music/beats?

1.3.2. Outcome

1.3.2.1. Students will Know how to relate Fractions to Music rythym...

1.3.2.2. Students will be Able To make their own music in the context of creating Fractions

1.3.3. M.I.

1.3.3.1. Musical Rhythmic

1.3.3.2. Visual

1.3.3.3. Audio

1.3.3.4. Intrapersonal

1.3.4. Assessment

1.3.4.1. Strategy

1.3.4.1.1. Performance Task - they have to make a beat

1.3.4.2. Reflection

1.3.4.2.1. Did your students succeed?

### 1.4. Lesson 3. Fractions in Math and Industrial Arts - Measuring tools

1.4.1. Key Questions

1.4.1.1. What do those little lines on a measuring tape mean?

1.4.1.2. What' the difference between a 5/8 and 3/16 measurement?

1.4.1.2.1. Which is greater? less?

1.4.2. Outcome

1.4.2.1. Students will be able to use a measuring tape

1.4.2.1.1. Students will be able to identify the lines on a measuring tape

1.4.2.1.2. Students will practice using the reduced fraction term

1.4.2.2. Students will know the difference and similarities for fractional terms

1.4.2.3. Students will understand greater than/less than concepts with fractions

1.4.3. M.I.

1.4.3.1. Visual

1.4.3.2. Audio

1.4.3.3. Kinesthetic

1.4.3.4. Naturalistic

1.4.3.5. Interpersonal

1.4.4. Assessment

1.4.4.1. Take note of who is answering correctly during the games

1.4.4.1.1. Are they lifting up the correct number of pieces?

1.4.4.1.2. Are they answering correctly in the Jeopardy game?

1.4.4.2. Have kids hand in a sheet indicating the correct lengths/areas for the wooden pieces given

1.4.4.2.1. Are their answers correct?

1.4.4.2.2. Explore the group dynamics

1.4.4.3. Reflect

1.4.5. Keener work

1.4.5.1. Complete pages 102-107 (Math and the Trades)

### 1.5. Lesson 4. Fractions in Math and Industrial Arts - Plumbing

1.5.1. Have students become comfortable with various pipe sizes and their fractional value in its reduced form using the Imperial system

1.5.1.1. How do you know the names for the different pipe sizes?

1.5.1.1.1. How do you know which sizes are bigger/smaller than the other?

1.5.1.2. Develop Number Sense

1.5.1.3. 7.N.5 pg 23

1.5.1.4. Outcome

1.5.1.4.1. Students will Know the equivalent fraction of a pipe size by converting to a lowest common denominator

1.5.1.4.2. Students will be Able To see the difference in Fractional Value based on various sizes of pipes

1.5.1.5. M.I.

1.5.1.5.1. Kinesthetic

1.5.1.5.2. visual

1.5.1.5.3. Intrapersonal

1.5.2. Learning Plan

1.5.2.1. Introduce (activating)

1.5.2.1.1. Send pieces of pipe around the room

1.5.2.1.2. Show students pics taken at the hardware store and explain

1.5.2.2. Provide Pathway (acquiring)

1.5.2.2.1. Video explaining pipe sizes

1.5.2.2.2. Video going into more detail on household pipe sizes

1.5.2.2.3. Take a tour of the building you're in - identify different pipes, types, and especially sizes of pipe. Bring tape measures.

1.5.2.3. Applying

1.5.2.3.1. *Note - this link leads to a much larger course involving Math and the Trades. For this Lesson, ask students to read the instructions on page 108 and copy down the questions (with answers) from page 109.

1.5.2.4. Keener work

1.5.2.4.1. Have students complete page 110 and 111

1.5.3. Resources

1.5.3.1. Materials

1.5.3.1.1. tape measures

1.5.3.1.2. pipe cuts

1.5.3.1.3. paper and pencils

1.5.3.2. People

1.5.3.2.1. Building Maintenance supervision

1.5.3.3. Technology

1.5.3.3.1. Smartboard or video projector

1.5.3.3.2. Internet

1.5.3.3.3. Laptop

1.5.4. Assessment

1.5.4.1. Criteria

1.5.4.1.1. Mark the questions handed in by students in the Applying stage

1.5.4.2. Reflection

### 1.6. Lesson 5. Fractions in Math and Geometry

1.6.1. Use Manipulatives to reinforce Fraction comprehension

1.6.1.1. Key Questions

1.6.1.1.1. How are shapes and Fractions related?

1.6.1.1.2. What does a shape within a shape mean for fractions?

1.6.1.2. Develop Number Sense

1.6.1.3. Shape and Space 2-D

1.6.1.4. 5.SS.6

1.6.1.5. 7.N.5

1.6.1.6. Outcome

1.6.1.6.1. Students will understand the relationship between geometric shapes and fractions

1.6.1.6.2. Students will be Able To see and manipulate shapes as fractions of larger shapes

1.6.1.7. M.I.

1.6.1.7.1. Kinesthetic

1.6.1.7.2. Logical

1.6.1.7.3. Intrapersonal

1.6.1.7.4. Audio

1.6.1.7.5. Visual

1.6.1.7.6. Existential

1.6.2. Learning Plan

1.6.2.1. Introduce (activating)

1.6.2.1.1. Let students make their own shapes using the manipulatives

1.6.2.2. Provide Pathway (acquiring)

1.6.2.2.1. Use real manipulatives to reinforce Smart Board training

1.6.2.3. Practice (applying)

1.6.2.3.1. Have Students use Manipulatives to answer a series of questions from a work sheet

1.6.3. Resources

1.6.3.1. Materials

1.6.3.1.1. A real set of Manipulatives

1.6.3.2. Technology

1.6.3.2.1. Smartboard

1.6.4. Assessment

1.6.4.1. Criteria

1.6.4.1.1. Students must correctly answer the questions in the three Region Relationship handouts - and hand in answers.

1.6.4.2. Reflection

### 1.7. Lesson 6. Fractions in Math Using Time

1.7.1. Understand the relationship between Fractional time statements and an Analog 12hr clock

1.7.1.1. Why do people use fraction statements when talking about time?

1.7.1.1.1. Why 1/2hr, instead of 30mins?

1.7.1.1.2. Why do people say a movie an hour and a half rather than 90mins?

1.7.1.2. Use Direct or Indirect measurements to solve problems

1.7.1.3. Number Sense

1.7.1.4. 4.SS.1

1.7.1.5. 8.N.6

1.7.1.6. Outcome

1.7.1.6.1. Students will Know why there's a relationship between a circle, Analog time, and fractional statements

1.7.1.6.2. Students will be Able To easily convert back and forth between time statements (fractions to digital)

1.7.1.7. M.I.

1.7.1.7.1. Naturalistic

1.7.1.7.2. Music/Rhythmic

1.7.1.7.3. Visual

1.7.1.7.4. Kinesthetic

1.7.1.7.5. Audio

1.7.1.7.6. Interpersonal

1.7.1.7.7. Existential

1.7.1.7.8. Logical

1.7.2. Learning Plan

1.7.2.1. Introduce (activating)

1.7.2.1.1. Pull out and old fashioned face clock

1.7.2.1.2. Review how an Analog clock works

1.7.2.1.3. Have students manipulate the clock and give ansswers

1.7.2.2. Provide Pathway (acquiring)

1.7.2.2.1. Go through Smart Board Lesson (be sure to edit for your own use ahead of time - here is the basic link)

1.7.2.3. Applying

1.7.2.3.1. Have students go through these games from medium to the end of the hardest level

1.7.2.4. Keener Work

1.7.2.4.1. Have Students create a musical beat that lasts exactly 3/4 of a minute (or some other odd statement)

1.7.2.4.2. Have Students (in a group if necessary) divide the year into seasons/months/days on a poster, using pictures to indicate the different characteristics of the seasons

1.7.2.4.3. Allow students to go home and reflect

1.7.3. Resources

1.7.3.1. Materials

1.7.3.1.1. Smart Board Lesson

1.7.3.1.2. Analog Clock

1.7.3.2. Technology

1.7.3.2.1. Smart Board

1.7.3.2.2. Computers

1.7.3.3. Other

1.7.3.3.1. Scissors

1.7.3.3.2. Old Magazines (nature)

1.7.4. Assessment

1.7.4.1. Strategy

1.7.4.1.1. See Smart Board lesson re: adding fractions

1.7.4.2. Criteria

1.7.4.2.1. Orally allow the students to have a reward, or leave if they correctly interpret the teachers Oral statement

1.7.4.3. Reflection

### 1.8. Lesson 7. Fractions in Math and Geography

1.8.1. Relate Time (Fraction) and Geometry Fraction statements to Latitude and Longitude statements

1.8.1.1. Key Questions

1.8.1.1.1. How Does GPS work?

1.8.1.1.2. How Does Google Earth Work?

1.8.1.2. Use Direct or Indirect Measurement to solve problems

1.8.1.3. Develop Trigonometric reasoning

1.8.1.4. Social Studies - People and Places in the world

1.8.1.5. 6.SS.1

1.8.1.6. 12P.T.1

1.8.1.7. 7.1.1. SS

1.8.1.8. Outcome

1.8.1.8.1. Students will Know how to read a map and understand how our planet is divided (fraction) up

1.8.1.8.2. Students will be Able use and manipulate GPS co-ordinates

1.8.1.9. M.I.

1.8.1.9.1. Visual

1.8.1.9.2. Audio

1.8.1.9.3. Kinesthetic

1.8.1.9.4. Naturalistic

1.8.1.9.5. Interpersonal

1.8.1.9.6. Intrapersonal

1.8.1.9.7. Musical Rhythmic

1.8.2. Learning Plan (*Note - This would probably be 2 lessons or more, depending to how much depth you want to go into Degrees and Geography - For the purposes of what we're doing, consider this one class)

1.8.2.1. Introduce (activating)

1.8.2.1.1. Produce a real Globe and explain how it works (basic level)

1.8.2.1.2. Open Google Earth on a Smart Board

1.8.2.2. Provide Pathway (acquiring)

1.8.2.2.1. Review Time in Relation to Fractions

1.8.2.2.2. Go over Latitude-Longitude concepts

1.8.2.2.3. Go over direction concepts

1.8.2.2.4. Go over Degree concepts - Watch Video

1.8.2.2.5. Tie it all together - Show how Time concepts are Inter-mingled with Degree concepts

1.8.2.3. Practice

1.8.2.3.1. Have the Students Locate all the Capitals of Canada using Google and Google Earth

1.8.2.4. Keener Work

1.8.2.4.1. Create a Treasure map using GPS co-ordinates

1.8.2.4.2. Create a Song using Directions

1.8.2.4.3. Write a paragraph or have a discussion about the relationship between boundaries and GPS and how that impacts First Nations Treaty Rights

1.8.3. Resources

1.8.3.1. Materials

1.8.3.1.1. A Globe

1.8.3.1.2. A Face Clock

1.8.3.1.3. An Orange (or watermelon, etc)

1.8.3.2. Technology

1.8.3.2.1. Computers

1.8.3.2.2. Internet

1.8.3.2.3. SmartBoard

1.8.3.2.4. Cell Phones

1.8.3.3. Integration Concepts if Applicable

1.8.3.3.1. Flight

1.8.3.3.2. Hunting/Fishing

1.8.3.3.3. Being Lost in the bush

1.8.4. Assessment

1.8.4.1. Strategy

1.8.4.1.1. Look for Participation (or non-participation) and address individually

1.8.4.2. Criteria

1.8.4.2.1. Check Practice and Keener work. See if they can/will apply it to their daily life

1.8.4.3. Reflection

1.8.4.3.1. Did you students succeed?

1.8.4.3.2. What do I need to change/adapt?

### 1.9. Lesson 8. Fractions in Math Using Money

1.9.1. Use money to re-enforce the use of Fractions

1.9.1.1. Why do they call a "quarter" a "quarter"?

1.9.1.1.1. How do other coins relate to fractions?

1.9.1.2. Number Sense

1.9.1.3. 4.N.11

1.9.1.4. Outcome

1.9.1.4.1. Students will Know the fraction value of each specific coin

1.9.1.4.2. Students will be Able To add various coins together, and determine their fractional value

1.9.1.5. M.I.

1.9.1.5.1. Logic

1.9.1.5.2. Audio

1.9.1.5.3. Visual

1.9.1.5.4. Kinesthetic

1.9.2. Learning Plan

1.9.2.1. Introduce (activating)

1.9.2.1.1. Provide a jar full of coins

1.9.2.2. Provide Pathway (acquiring)

1.9.2.2.1. Review face value of coins

1.9.2.2.2. Identify how they relate to \$1

1.9.2.2.3. Work with the class to identify the fractional value of each coin

1.9.2.3. Practice

1.9.2.3.1. Worksheet 1

1.9.2.3.2. Worksheet 2

1.9.2.3.3. Worksheet 3

1.9.3. Resources

1.9.3.1. Materials

1.9.3.1.1. \$10 in random coins less then \$1

1.9.3.2. Technology

1.9.3.2.1. Photocopier

1.9.4. Assessment

1.9.4.1. Strategy

1.9.4.1.1. Worksheets

1.9.4.2. Reflection

### 1.10. Lesson 9. Fractions in Math and Home Economics (class project)

1.10.1. Learn together how to bake cookies (or bannock) from scratch

1.10.1.1. What ingredients are needed?

1.10.1.1.1. How do you measure these ingredients?

1.10.1.1.2. How many people are we making cookies for

1.10.1.2. Number Sense

1.10.1.3. Bakery Ingredients - Baking and Pastry Arts

1.10.1.4. 11.01.05 (baking)

1.10.1.5. 6.N.4

1.10.1.6. Outcome

1.10.1.6.1. Students will Know how to change fractional amounts of ingredients based on numbers of cookies to make.

1.10.1.6.2. Students will be Able To bake cookies!

1.10.1.7. M.I.

1.10.1.7.1. Kinesthetic

1.10.1.7.2. Naturlaistic

1.10.1.7.3. Visual

1.10.1.7.4. Intrapersonal

1.10.2. Learning Plan (cookies or Bannock)

1.10.2.1. Introduce (activating)

1.10.2.1.1. Tell story of personal "cookie making" experience

1.10.2.2. Provide Pathway (acquiring)

1.10.2.2.1. "You Teach Me"

1.10.2.2.2. The Teacher doesn't know how to make cookies, so for this exercise the Students become the teachers

1.10.2.2.3. After cookies are made, learn with the class how to increase or decrease the ingredients (and the process) based on different parameters

1.10.2.3. Practice

1.10.2.3.1. As homework, Ask each student to bake something and bring the recipe to school

1.10.2.4. Keener Work

1.10.2.4.1. Create a collection of recipes and make an online cook book

1.10.3. Resources

1.10.3.1. Materials

1.10.3.1.1. Unknown! The students will tell me

1.10.3.2. People

1.10.3.2.1. Everyone in the class

1.10.3.3. Technology

1.10.3.3.1. Ovens

1.10.3.3.2. pie plates

1.10.3.3.3. cooking supplies

1.10.3.4. Other

1.10.3.4.1. Unknown - TBD

1.10.4. Assessment

1.10.4.1. Strategy

1.10.4.1.1. How well did the students follow instructions?

1.10.4.2. Criteria

1.10.4.2.1. Did the cookies (or bannock) taste good?

1.10.4.2.2. Did students have a good grasp of what would be needed to increase/decrease the quantity baked?

1.10.4.3. Reflection

### 1.11. Lesson 10. Fractions in Math - Decimals and Percentages

1.11.1. Convert Between Decimals/Percentages/Fractions

1.11.1.1. How are these three terms the same?

1.11.1.1.1. How are they different?

1.11.1.1.2. How do you figure it out?

1.11.1.2. Number Sense

1.11.1.3. 7.N.2

1.11.1.4. Outcome

1.11.1.4.1. Students will understand the equivalent terms in decimals/percents/fractions

1.11.1.4.2. Students will be Able To convert between the 3 terms

1.11.1.5. M.I.

1.11.1.5.1. Logic

1.11.1.5.2. Intrapersonal

1.11.1.5.3. Audio

1.11.1.5.4. Visual

1.11.2. Learning Plan

1.11.2.1. Introduce (activating)

1.11.2.1.1. I will explain how to figure out the three terms

1.11.2.2. Provide Pathway (acquiring)

1.11.2.2.1. Smartboard Lesson

1.11.2.3. Larger Worksheet

1.11.3. Resources

1.11.3.1. Materials

1.11.3.1.1. handouts, pencil

1.11.3.2. Technology

1.11.3.2.1. This could all be done online - computers

1.11.4. Assessment

1.11.4.1. Strategy

1.11.4.1.1. Marking the test to see how many correct answers

1.11.4.2. Criteria

1.11.4.2.1. A teacher could easily assign more homework just to practice inter-changing these concepts

1.11.4.3. Reflection

### 1.12. Fractions - Final Unit Assessment

1.12.1. See "Background"

1.12.2. Written Content Exam

1.12.2.1. Multiple Choice

1.12.2.3. Extra marks given for relevant examples (answers) not talked about in class

1.12.3. Chose 2 of the following

1.12.3.1. Concept Map Assignment

1.12.3.1.1. Organize a presentation designed to teach Grade 5 kids how to understand what a fraction is by using a Concept Map as your outline and Smartboard as you main aid

1.12.3.2. Group Presentation

1.12.3.3. Beat Pattern Assignment

1.12.3.3.1. Use FL Studio

1.12.3.4. Bake something for the class

1.12.3.4.1. present detailed instructions

1.12.3.4.2. Provide measurements in Imperial

1.12.3.4.3. Be prepared to alter recipe based on a random number of servings assigned to you

1.12.3.5. Write a short essay explaining the use of equivalent fractions in at least 3 non-math disciplines

1.12.3.5.1. Intro

1.12.3.5.2. Body

1.12.3.5.3. Conclusion

1.12.3.6. Naturalistic Learner

1.12.3.6.1. Present an example of Fractions based on the Time Cycles within Nature