RCN Lesson 14: Convert between Improper and Mixed-Number Fractions

Last updated almost 3 years ago

13 questions

Launch - Converting Mixed-Fraction and Improper Fraction. (7 min)  
I'll model question 1 on Activator  
We Do question 2 on Activator 
You do question 3 on Activator

RCN Lesson 14: Convert between Improper and Mixed-Number Fractions

Last updated almost 3 years ago

13 questions

Develop Understanding
Today's Learning Goal: (G4,U9, L2)
Add and subtract fractions and mixed numbers with like denominators.
Compare fractions and mixed numbers by reasoning about equivalence
Today's Materials:
Laptop
Laptop charger
Pen/Pencil/Paper (optional)
Please complete the Jump Start (activator). You have 5 minutes before we review. This is independent it should be silent.
Reminders:
1. Ready for class
2. No cellphones
3. Volume must be low.
4. Read and follow all directions
5.) Take your bag off and immediately begin the Activator.

Required

Launch - Converting Mixed-Fraction and Improper Fraction. (7 min)  
I'll model question 1 on Activator  
We Do question 2 on Activator 
You do question 3 on Activator

Activity 1 - Straws for A Roller Coaster. (15 min)

Answer questions  4 - 6  


In science class, Noah, Tyler, and Jada are building a model of a roller  coaster out of 1-foot-long paper straws. 
Noah needs a piece that is 7/12 foot long.
Tyler needs one that is 1/4 foot long
 Jada needs one that is shorter than the other two.
Jada says, “We can just use one straw for all these pieces."

Required

Activity 2 - Tall Enough for a Ride? (15 min)

Answer questions 7 - 10

Lin’s class is on a trip to the amusement park. Visitors must be at least a certain height to get on rides. Use the table to answer questions about four students’ height.

Required

Lesson Sythnesis- (10 min)

Problem solving is about reasoning. Today we solved problems involving addition and subtraction of fractions and mixed numbers.

Required

What did you use to make sense of the problems? What helped you make sense of the strategies that others shared?

Required

How did understanding fraction equivalence help you solve the problems?

Cool Down - (5 min)

The Flag Pole 

Required

How long is the entire flagpole? Show your reasoning.

Closure Questions:
 How do you feel about today's material?
What is an equivalence fraction?
What are the 3 kinds of fractions we seen today?

RCN Lesson 14: Convert between Improper and Mixed-Number Fractions

Launch - Converting Mixed-Fraction and Improper Fraction. (7 min)

RCN Lesson 14: Convert between Improper and Mixed-Number Fractions

Launch - Converting Mixed-Fraction and Improper Fraction. (7 min)

Activity 1 - Straws for A Roller Coaster. (15 min)

Activity 2 - Tall Enough for a Ride? (15 min)

Lesson Sythnesis- (10 min)

What did you use to make sense of the problems? What helped you make sense of the strategies that others shared?

How did understanding fraction equivalence help you solve the problems?

Cool Down - (5 min)

The Flag Pole

How long is the entire flagpole? Show your reasoning.

Closure Questions:

Jump Start - (5 min)

Number Talk: Whole and Units

Activity 1 - Straws for A Roller Coaster. (15 min)

Draw a diagram to represent this situation and explain to your partner how it matches the situation.
Then, find the length of the piece of straw that could be Jada’s piece.

Did Noah use more than 1/2 foot or less than 1/2 foot of straw? Explain or show your reasoning.

Tyler says, “If Jada uses a piece that is 1/6 foot long, there would be a piece of straw that is 1/12 foot left.” Do you agree or disagree with Tyler? Explain your reasoning.

Activity 2 - Tall Enough for a Ride? (15 min)

Lesson Sythnesis- (10 min)

What did you use to make sense of the problems? What helped you make sense of the strategies that others shared?

How did understanding fraction equivalence help you solve the problems?

Cool Down - (5 min)

The Flag Pole

How long is the entire flagpole? Show your reasoning.

Closure Questions:

Jump Start - (5 min)

Number Talk: Whole and Units

Draw a diagram to represent this situation and explain to your partner how it matches the situation.
Then, find the length of the piece of straw that could be Jada’s piece.

Did Noah use more than 1/2 foot or less than 1/2 foot of straw? Explain or show your reasoning.

Tyler says, “If Jada uses a piece that is 1/6 foot long, there would be a piece of straw that is 1/12 foot left.” Do you agree or disagree with Tyler? Explain your reasoning.

RCN Lesson 14: Convert between Improper and Mixed-Number Fractions

Launch - Converting Mixed-Fraction and Improper Fraction. (7 min)

RCN Lesson 14: Convert between Improper and Mixed-Number Fractions

Launch - Converting Mixed-Fraction and Improper Fraction. (7 min)

Activity 1 - Straws for A Roller Coaster. (15 min)

Activity 2 - Tall Enough for a Ride? (15 min)

Lesson Sythnesis- (10 min)

What did you use to make sense of the problems? What helped you make sense of the strategies that others shared?

How did understanding fraction equivalence help you solve the problems?

Cool Down - (5 min)

The Flag Pole

How long is the entire flagpole? Show your reasoning.

Closure Questions:

Jump Start - (5 min)

Number Talk: Whole and Units

Activity 1 - Straws for A Roller Coaster. (15 min)

Draw a diagram to represent this situation and explain to your partner how it matches the situation. Then, find the length of the piece of straw that could be Jada’s piece.

Did Noah use more than 1/2 foot or less than 1/2 foot of straw? Explain or show your reasoning.

Tyler says, “If Jada uses a piece that is 1/6 foot long, there would be a piece of straw that is 1/12 foot left.” Do you agree or disagree with Tyler? Explain your reasoning.

Activity 2 - Tall Enough for a Ride? (15 min)

Lesson Sythnesis- (10 min)

What did you use to make sense of the problems? What helped you make sense of the strategies that others shared?

How did understanding fraction equivalence help you solve the problems?

Cool Down - (5 min)

The Flag Pole

How long is the entire flagpole? Show your reasoning.

Closure Questions:

Jump Start - (5 min)

Number Talk: Whole and Units

Draw a diagram to represent this situation and explain to your partner how it matches the situation. Then, find the length of the piece of straw that could be Jada’s piece.

Did Noah use more than 1/2 foot or less than 1/2 foot of straw? Explain or show your reasoning.

Tyler says, “If Jada uses a piece that is 1/6 foot long, there would be a piece of straw that is 1/12 foot left.” Do you agree or disagree with Tyler? Explain your reasoning.

Draw a diagram to represent this situation and explain to your partner how it matches the situation.
Then, find the length of the piece of straw that could be Jada’s piece.

Draw a diagram to represent this situation and explain to your partner how it matches the situation.
Then, find the length of the piece of straw that could be Jada’s piece.