Lesson+C

// M5N4. Students will continue to develop their understanding of the meaning of common fractions and will compute with them. // a. Understand division of whole numbers can be represented as a fraction (a/b = a ÷ b). b. Understand the value of a fraction is not changed when both its numerator and denominator are multiplied or divided by the same number because it is the same as multiplying or dividing by 1. c. Find equivalent fractions and simplify fractions. d. Model the multiplication and division of common fractions. g. Add and subtract common fractions and mixed numbers with unlike denominators. h. Use fractions (proper and improper) and decimals interchangeably. //M5P1. Students will solve problems (using appropriate technology).// a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. //M5P3. Students will communicate mathematically.// a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.
 * ** Lesson Plan C ** ||
 * **Lesson Title:** Fabulous Fraction Party |||| **Related Lessons:** Computing Fractions ||
 * **Grade Level:** 5th |||| **Unit:** Funky Fractions ||
 * ** Goals ** ||
 * **Content Standards:**

//M5P4. Students will make connections among mathematical ideas and to other disciplines.// a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. //M5P5. Students will represent mathematics in multiple ways.// a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena. || X Creativity and innovation X Critical thinking, problem solving, & decision making X Communication and collaboration X Digital citizenship X Research and information fluency X Technology operations and concepts || In this task, students will utilize multiple standards addressed in the previous tasks to solve several problems involving planning a birthday party for eight people. Students will use recipes for what they will be serving and rewrite the recipes for the correct number of people. Students should have had many experiences working with fractions before working on this task. || 20 minutes Day 1
 * **ISTE NETS-S**
 * **Instructional Objective(s):**
 * ** Action ** ||
 * **Before-Class Preparation:**
 * 1) Check-out the mobile laptop cart from the media center
 * 2) Set up personal computer, LCD projector, Interwrite tablet and websites being used.
 * 3) Make copies of unit packet- [[file:Party Planning Agenda.doc]]
 * 4) Have the students divided into groups ||
 * During Class ||
 * **Time**

20 minutes Day 1

20 minutes Day 1

55 minutes Days 2-5 |||| **Instructional Activities** The setting of this task is likely a familiar one for students. You may want to begin with a discussion of how math is used when planning a birthday party. The discussion may include a wide range of mathematical ideas such as number of invitations, amount of food, and the amount of money needed to purchase food. Model for the students how to convert a recipe. Students will take notes and practice with the teacher.

Distribute the unit packets. Explain the task to students. “You are planning a surprise party for your best friend and will invite six more people to the party. There’s a lot to do in order to get everything ready on time. You will need to find recipes for what you plan to serve. Your friend has given you a list of her favorite foods, so pizza and soda will not be on the menu. You will need to choose one drink and 3 food recipes. You will search the recipes from the given websites and then rewrite the recipes for the total number of people coming to the party. Then, you will need to make a grocery list of what you need and find out how much you will spend at the grocery store. You will also create the invitation using Microsoft Publisher.

Divide students into groups. Students will spend the last 10 minutes in class dividing up the tasks.

Students will use the given websites to find chosen recipes. Recipes will then be converted appropriately. Students will then make a grocery list and search the given websites to purchase all groceries. Students will work together to create presentation which will include the birthday invitation, explanation of how recipes were converted, grocery list- amounts and remaining money. Presentations will begin on the 5th day. || **Materials and Resources** Computer, LCD projector,

Interwrite tablet

Mobile laptop cart



Websites: [] [] [] [] [|http://www.walmart.com]



||
 * **Notes:** ||
 * ** Monitor ** ||
 * **Ongoing Assessment(s):** This task will be assessed with the unit rubric. Participation within the groups will be monitored by the teacher and group members. Students will evaluate group members using the Collaborative Skills rubric. ||
 * **Accommodations and Extensions:** Students will be grouped heterogeneously. This will ensure that students of all levels will have an active participation and understanding of content. The teacher will monitor groups and provide encouragement to students for excellent collaboration ||
 * **Back-up Plan:** If the technology is not working, activities will be completed using paper and pencil. Recipes will be provided in order for the students to complete conversions. Presentations can be done on poster board. ||
 * ** Evaluation ** ||
 * **Lesson Reflection and Notes:** Closely monitoring students as they work through the task will be vital for success. ||