It goes without saying that I miss talking 5th grade math with my students each day. But I am so lucky this year to have a new, wonderful teacher in 5th grade who lets me plan and teach some lessons with her! This lesson was one of her first lessons of Unit 4, Name That Portion.

Since in 4th grade the students do a lot of work with comparing fractions, we designed a Number Talk string in which students were comparing two fractions. We wanted to hear how they talked about the fractions. In the string we used a set with common denominators, common numerators, and one unit from a whole. On each problem we were excited to hear talking about the “size of the piece” being the unit and the numerator telling us how many of those pieces we have. Our 4th grade teachers really do a beautiful job with this work. They also used equivalents to have common denominators to compare and a few used percents, since they had done a some grid work with that they day before.

We started the lesson by asking them how they could shade 1/4 on a 10×10 grid. The majority of the students split the grid in half vertically and then again horizontally and shaded one quadrant. We heard a lot of the “1/4 is half of a half.” As I was walking around, I heard a pair talking about shading a 5×5 in that grid. I saw this as a beautiful connection to the volume unit they just completed in which they were adjusting dimensions and seeing the effect on the volume. I had her explain her strategy and wrote 5 x 5 under the 10 x 10 that was up on the board already and asked how that could get us 1/4 of the whole thing? One student said it looks like it should be half of it because 5 is half of 10, but then one student said since we were taking 1/2 of both it would be a fourth….this is where I hope Leigh (the 5th grade teacher) and I remember to use this when they hit multiplication of fractions!

They then worked in pairs to shade 1/8 and 3/8 and we came back to discuss. We noticed as we walked around that the shading was wonderful on their papers, but when asked to write the fraction and percent, most were blank. I remember this lesson from last year during decimals where the same thing happened. So, we asked them what they thought the fraction was as we got these three answers…

12 r4/100

12 1/2/100

12.5/100

They were not overly comfortable with any of them so we asked them to journal which one “felt right” to them and why…

We loved to see what they knew about decimal fraction relations, but we especially liked the “it sounds more fifth grady to use 12.5.”

-Kristin

BeccaThe move to ask the students to journal about what “felt right” seems like a good one to me. And now this is the million dollar question…whatʻs next? Convincing themselves, convincing a friend? Making another visual model that will explain? Another number talk string? I can do the assessment of where they are and where they are not, but getting them there is the challenge. What are you planning to do?

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Jennifer Hogan (@Jennifer_Hogan)I always appreciate how you are committed to insuring that students UNDERSTAND math concepts. Also, having students reflect and explain their answers contributes to their understanding. Like Becca asks above, what’s next?

Jennifer

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