Kat

Subject
Mathematics

Commonwealth of Pennsylvania Standards and Anchors
**2.9.2.A** Name, describe and draw/build 2- and 3-dimensional shapes **2.3.2.A** Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary. **2.3.2.F** Develop and use benchmark referents for estimating measurements. **2.8.2.E** Use concrete objects, symbols and numbers to represent mathematical situations.

Vocabulary
Square Circle Triangle Rhombus Weight Estimate Pan Balance Missing Number 2d shapes sides angles vertices

Objectives
The students will be able to:
 * identify the attributes of various shapes.
 * identify various 2d shapes.
 * use concrete objects to estimate or predict weight.
 * use problem solving techniques to discover a formula.

Essential Question(s)
How do we identify attributes of 2D shapes?
 * How do we know when it is appropriate to estimate or when it is appropriate to use mental math for an exact answer? ||
 * How do we measure length? ||

Duration
40-60 minutes

Materials
[|C:\Users\Kat\Desktop\Shape cut-outs.doc] [|C:\Users\Kat\Desktop\Pan Balance.doc] Thinkfinity Website: Pan balance retrieved from [] Access to the Internet via the computer. Interactive Whiteboard (optional) with projector. Pan Balance Template Shape Templates Pencils Paper pan balance manipulatives or classroom objects crayons scissors

Instructional Procedures
You will need to copy the two templates (pan balance and shapes) in the materials section. The children should be given time to color and cut the shapes. Have the students color all of the squares red, all of the circles blue, all of the triangles pink, and all of the rhombus yellow. This will correlate with the shapes used in the pan balance on the Thinkfinity site. Set up your interactive whiteboard (IWB) and projector. Set up your computers within your classroom or computer lab. The Thinkfinity site where you can find the Shape Pan Balance is [].
 * W:** **"Today we will explore weight using shapes that you already know. We will use an interactive website to decide the weight of different shape, but first we need to get ready for the activity. Let's review our shapes. Who can guess which 2d shape has no vertices, no edges and no face?"** After suppying ample wait time, ask a student to identify the shape. Repeat this process for the square (4 vertices, 4 angles and 4 sides), the rhombus (4 vertices, 4 angles, and 4 sides), and triangle (3 vertices, 3 sides ,and 3 angles). Discuss how 2D shapes have the same number of sides as vertices.
 * "At the end of this lesson, you will use draw a picture and explain how a pan balance measures weight."**


 * H**: As an introductory activity, discuss how weight is measured. Encourage discussions about grocery scales, the weight scale in the doctor's office, a baby weight scale, etc. Ask the students **"How could we measure bigger objects like a truck or a car?" "How can we measure smaller objects like a pencil or a paperclip"** Encourage discussions on this topic.

Each student will be given a shape template, crayons, scissors. Draw a square, circle, triangle and rhombus on the IWB. Instruct the students to color the square red, the circle blue, the triangle pink and the rhombus yelllow. Fill in the colors of the shapes with the fill tool. Explain that these shapes will be used when we start the activity. **"We need to color the shapes these colors because it will help us when we do the activity on the whiteboard."** Walk around the room and assist students as needed. If you have students who have trouble using scissors, precut the shapes or assign a student to color a few templates and another to cut a few templates. When the students finish, pass out the pan balance template. Ask the students, **"What is this piece of equipment?" "What is it used for?" "What does it look like?"** Probe answers and relate to the students' prior knowledge about scales. Also, you might want to talk about playground equipment such as a seesaw. Ask the students, **"If you put a small rock on one side of the seesaw and you put a very large roock on the other side of the seesaw,what will happen?" If you take two bags of flour and you place one bag of flour on each seat of the seesaw, what will happen?"** Encourage a discussion about this. **"I want you to take another look at the template. Does this look llike a seesaw? It is a piece of equipment that we use to measure objects. We can see what objects weigh more, what objects weigh less, and what objects weight exactly the same. We are going to use an interactive activity on the whiteboard that will help us understand** **this tool. It works just like a seesaw. Let's give it a try!"** Review the shape attributes one more time to ensure understanding. Use the guided approach by having the students say the names of the shapes and the colors of the shapes with you as a group. Then start the whiteboard activity. Read the direction on the interactive with the students. Let the students come up and take turns on the IWB to balance the pan balance. The students at their seats should be encouraged to participate. As the balance on the board differs, the students att their seats can tilt their paper in favor of the heavier side. Enourage the students to use scrap paper to figure out the "weight" of each object. When they figure it out, the students can restart the activity. Try this activitty at least twice as a group with the teacher probing sample questions: After the students complete this activity, break the students into three groups within the classroom or computer lab. A small group can work with the IWB while a group follows along at their seats using the manipulatives. The students shpuld lead the discussion while the teacher facilitates the learning process. The last group can go to the computers in pairs. They can work together using the interactive on Thinkfinity ([]). Keep the students at the session for 10-15 minutes. Rotate the students so they can experience the activity through a different perspective. The teacher should act s a facilitator during the entire process.
 * E: Cut and Color Activity **
 * "We are going to use shapes that we just cut out to help us at our seats while we use the IWB. We will also use the picture of the pan balance to help us."**
 * "Now let's give it a try! Let's take turns coming up to the board and placing one shape of your choice on either side of the pan balance. You can use the same shape on one side or you can mix it up. It's up to you. In the end, we need to find out the weight or value of each shape. So let's start our investigation!"**
 * **"This is interesting, what happened when we put the triangle on the one side and the square on the other side?"**
 * **"What can we do to make the left side balance with the right side?"**
 * **"Is there another way we can find out how much the squsre weighs?"**
 * **"Who can explain why this happened?"**

Call the groups back together for discussion. Ask students questions to help them reflect on their experience at each session. Sample questions:
 * R: Group Share**
 * **"What is a pan balance?"**
 * **"Why do you think you would use a pan balance?"**
 * **"Do you think it would be a good idea to measure the weight of person this piece of equipment?"**
 * **"Do you think we can measure more than on thing using a pan balance?"**
 * **"Can you investigate and find the weight of an object using a pan balance?"**
 * **"Would this be the exact weight of the object or would it be an estimate of the object?"**
 * **"What was the most useful tool we used today to help you understand the pan balance?"**
 * **"Was it the IWB, the manipulatives or the partner activity at the computer?" "Why do you think this is so?"**
 * **"Tell me one thing you learned today during this activity."**

Use the questions above to reflect on their learning. Ask students to record their thinking about the pan balance on the back of their pan balance template. Have the student list one thing they learned today that they did not know and one thing they want to learn to further their knowledge about the pan balance. Have the students draw objects on the front of the paper using the pan balance template. Have them label the heavy side and label the light side. When students share their answers, it is important to emphasize the vocabulary addressed in this unit. Utilize the pan balances on the website or real pan balances if you have them available to you. Measure different objects around the classroom. Have the students predict which object will be heavier. Then, they can check and see if they are correct.
 * E:** You will have opportunities to assess students while they are working in the sessions and through discussions and questions. Students may need to be pulled into small groups to further clarify understanding, or you can assess student learning at another time.
 * T:** Use the activities and strategies listed below to meet the needs of your students during the year.
 * Routine:** To practice these concepts or as a warm-up for the next day, use this Think-Pair-Share computer activities or manipulatives and pan balances within your classroom to investigate the weight of various objects. Encourage students to share ideas and explain the different attributes of the materials they are measuring.
 * Mini lessons:**
 * Extension:** Have the students visit the Thinkfinity website at [] This site is more involved with numbers and pan balance. This will challenge your students further.
 * Intervention:** If you have students who have trouble using scissors, precut the shapes or assign a student to color a few templates and another to cut a few templates. You can use this lesson to review attributes of shapes. Also, you can discuss heavier and lighter. Which object is heavier? Which object is lighter? The students can estimate and predict and then actually compare the two objects using the pan balance or simulation.
 * O:** The teacher will start the lesson guiding and modeling the software for the students. The teacher will then break the group into sessions and facilitate the learning experience. The teacher will assist individuals and askk probing questions. The teacher will encourage creativitty and discoveryy through discussion and modelling of applicable.

Suggested Instructional Strategies
Active Engagement, Metacognition , Modeling , Simulation , Inquiry Based , Differentiated Learning , Kinesthetic/Tactile , Auditory , Visual/Spatial , Verbal/Linguistic Utilize the pan balances on the website or real pan balances if you have them available to you. Measure different objects around the classroom. Have the students predict which object will be heavier. Then, they can check and see if they are correct.
 * T:** Use the activities and strategies listed below to meet the needs of your students during the year.
 * Routine:** To practice these concepts or as a warm-up for the next day, use this Think-Pair-Share computer activities or manipulatives and pan balances within your classroom to investigate the weight of various objects. Encourage students to share ideas and explain the different attributes of the materials they are measuring.
 * Mini lessons:**
 * Extension:** Have the students visit the Thinkfinity website at [] This site is more involved with numbers and pan balance. This will challenge your students further.
 * Intervention:** If you have students who have trouble using scissors, precut the shapes or assign a student to color a few templates and another to cut a few templates. You can use this lesson to review attributes of shapes. Also, you can discuss heavier and lighter. Which object is heavier? Which object is lighter? The students can estimate and predict and then actually compare the two objects using the pan balance or simulation.
 * O:** The teacher will start the lesson guiding and modeling the software for the students. The teacher will then break the group into sessions and facilitate the learning experience. The teacher will assist individuals and askk probing questions. The teacher will encourage creativitty and discoveryy through discussion and modelling of applicable.

Formative Assessment
Students will be observed during class sessions. The students will need to demonstrate the following understanding during the observation through a teacher checklist:
 * Understands shape attributes: colors shapes correct colors, identifies shapes and sttributes through questioning.
 * Understands the function of a pan balance: teacher observation of heavier side and lighter side.
 * Identifies value or weight of the shape.
 * Successfully expresses ideas on the back and front of the pan balance template.

Related Materials & Resources
Visit second grade standards at [|www.pdesas.org] Pan Balance Interactive [] Worksheet: []

Lesson Two​

Subject
Reading, Writing, Speaking, and Listening

Commonwealth of Pennsylvania Standards and Anchors
**1.1.2.D** Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations. **1.3.2.B** Recognize and identify different types of genres such as poetry, drama, and fiction. **1.3.2.A** Read, understand, and respond to works from various genres of literature. **1.3.2.C** Identify literary elements (characters, setting, and plot) in selected readings **1.4.2.A** Write detailed descriptive poems and stories that include literary elements. **1.9.2.A** Use media and technology resources for directed and independent learning activities.

Vocabulary
Plot Setting Character Point of view Problem of the story genre

Objectives
The students will be able to:
 * identify and create bsic story elements using familiar fairy tales.
 * utilize technology to effectively create a modified fairy tale.

Essential Question(s)
How can we use our prior knowledge of familiar story elements to create an original story?
 * How do we develop into effective writers? ||
 * To what extent does the writing process contribute to the quality of writing? ||

Duration
80-90 minutes

Materials
Internet access [|www.thinkfinity.org] Copies of the fairy tales: Jack and the Beanstalk, Little Red Riding Hood, and The princess and the Pea. Paper Pencil Computers Printer Lined Paper to write the fractured fairy tale or Copies of the fractured fairy tale template found at [] Optional: interactive whiteboard (IWB) projector Construction paper or decorations for the authentic fariy tale copies of the fractured fairy tale from the website rubric

Instructional Procedures
The students can type the information into the story board on the sight but there is no way to save it. That is why you might be better off printing out the format so they can complete while they work interactively on the computer. Set up your interactive whiteboard (IWB) and projector. Set up your computers within your classroom or computer lab.

The teacher should probe the children for answers like characters, setting, plot, etc.
 * W:** **"Today we will begin a new lesson a fairy tales. Fairy tales is a genre that involves a story that is make believe. We will look at a few stories that you are familiar with and review the elements of the stories. What are elements of a story? Think back to the common things found in most stories.Can anyone tell us about one element of a story?"**


 * "At the end of this lesson, you will use a website to develop your very own fairy tale."**


 * H**: As an introductory activity, read one of the fairy tales from the IWB from the site [] . If you do not have acess to the technology, read one of the books to the students. Discuss the elements of the story with the class. Sample questions:
 * "What was the setting of the story" Where and when did the story take place?**
 * "Who were the main characters in the story?"**
 * What was the problem in the story"**
 * What was the solution to the problem?"**
 * What happened at the beginning of the story? Middle? End?"**

Now read one of the fractured tales to the class. If you have a whiteboard you may read it from the board. If you do not, you may want to pass out copies of one of the fractured fairy tales from the site. Read it to the class. When you finish reading it, ask the same types of questions you asked above. Make a Venn Diagram on the board or IWB. Discuss the similarities and differences in the story. As you work through the templates, encourage students to volunteer to the story. Answer the questions throughoout the template. As you move through the templates, review the elements of a story. When it is complete, read through your class fairy tale. Now the students will be ready to work on their fairy tales with their partner. Pass out the templates copied so the students can record the information they put into the computer. Have the students take turns writing the information on the template and typing it into the computer. Each group of partners may need at least 10 minutes on the computer. If you do not have enough computers, you can have students who are waiting for the computer to start the process at their seats. You can rotate the students every 10 minutes. The teacher will facilitate the learning process by walking around and probing students for the elements of their particular story. The students will need time to write their stories at their seats. **"Now that we have experienced the fractured fairy tale using Thinkfinity, we are going to take this information that we enetered and develop our stories with our partners. Everyone will use the rubric I gave you to develop the story. Please make sure you include all of the parts identified on the rubric."** The teacher will encourage students to form a rouh draft of their writing. **"Let's review the elements of a story. "** The teacher will repeat questions asked above in the beginning of the lesson to ensure knowledge of the elements. The teacher will also stress the importance of the sequence of the story. What happens in the beginning, middle, and end? The teacher will facilitate this experience by walking around and making sure the students are achieving success.
 * E: Fractured Tales **
 * "How were these two stories alike?"**
 * "How are they different?"**
 * "What changed in the story?"**
 * "Now class, we are going to create a fractured fairy tale together as a class. We will use the book we just read. We are going to creat it using a program on the Internet. So let's work together to create our very own fractured fairy tale."**


 * R: Group Share**

Call the groups back together for discussion. Ask students questions to help them reflect on their experience. Sample questions:


 * **What are the elements of the story?**
 * **What happened when you changed the elements of a story that you already knew?**
 * **Did the plot change?**
 * **Did the characters change?**
 * **Did the sequence or order of the story changed?**
 * **Why did this happen?**
 * **What did you learn about stories today?**


 * E:** You will have opportunities to assess students while they are working in partners and through discussions and questions. Students may need to be pulled into small groups to further clarify understanding, or you can assess student learning at another time.

Use the questions above to reflect on their learning. The students will express their understanding and be actively engaged in the learning process by writingan authentic story.
 * T:** Use the activities and strategies listed below to meet the needs of your students during the year.


 * Routine:** Use journals or writing prompts to "Fracture" familiar stories or stories they have encountered throughout the years. This activity will allow creativity while addresssing prior knowledge of the elements of a story and past stoories read by the students.
 * Intervention:** Students who struggle with the writing can develop a story board using pictures. Encourage students to label the elements of a story on the story board. If possible, the students can write a sentence for each storyboard picture.
 * Extension:** For students who master the writing process, you can encourage them to include vocabulary and spelling words used within the curriculum. You may want the students to create pictures that correlate with the story. They can do this on paper or use software program such as TuxPaint at []
 * O:** This unit is designed to develop the understanding of story elements. Students are able to use their creativity to develop story elements using familiar stories. The lesson is developed using prior knowledge of fairy tales. Then the tecaher models the procedure for the students in a group actiity. Examples are given and displayed on the website to ensure student success. The teacher should facilitate the learning process by asking questions and reaffirming the elements of a story during the writing process.

Suggested Instructional Strategies
Scaffolding, Active Engagement , Modeling , Explicit Instruction , Simulation , Differentiated Learning , Auditory , Verbal/Linguistic The students will express their understanding and be actively engaged in the learning process by writingan authentic story.
 * T:** Use the activities and strategies listed below to meet the needs of your students during the year.


 * Routine:** Use journals or writing prompts to "Fracture" familiar stories or stories they have encountered throughout the years. This activity will allow creativity while addresssing prior knowledge of the elements of a story and past stoories read by the students.
 * Intervention:** Students who struggle with the writing can develop a story board using pictures. Encourage students to label the elements of a story on the story board. If possible, the students can write a sentence for each storyboard picture.
 * Extension:** For students who master the writing process, you can encourage them to include vocabulary and spelling words used within the curriculum. You may want the students to create pictures that correlate with the story. They can do this on paper or use software program such as TuxPaint at []
 * O:** This unit is designed to develop the understanding of story elements. Students are able to use their creativity to develop story elements using familiar stories. The lesson is developed using prior knowledge of fairy tales. Then the tecaher models the procedure for the students in a group actiity. Examples are given and displayed on the website to ensure student success. The teacher should facilitate the learning process by asking questions and reaffirming the elements of a story during the writing process.

Formative Assessment
Participation during teacher reading Participation during creation of the class fractured fairy tale Individual fractured fairy tale Use the following rubric to grade the fairy tales:
 * Teacher Name: ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Setting || 2-3 descriptive words are used to tell when and where the story took place. || 1-2 descriptive words are used to tell the audience when and where the story took place. || The reader can figure out when and where the story took place, but the author didn't supply much detail. || The reader has trouble figuring out when and where the story took place. ||
 * Problem/Conflict || It is very easy for the reader to understand the problem the main characters face and why it is a problem. || It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. || It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. || It is not clear what problem the main characters face. ||
 * Characters || The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. || The main characters are named and described. Most readers would have some idea of what the characters looked like. || The main characters are named. The reader knows very little about the characters. || It is hard to tell who the main characters are. ||
 * Organization || The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. || The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. || The story is a little hard to follow. The transitions are sometimes not clear. || Ideas and scenes seem to be randomly arranged. ||
 * Setting || 2-3 descriptive words are used to tell when and where the story took place. || 1-2 descriptive words are used to tell the audience when and where the story took place. || The reader can figure out when and where the story took place, but the author didn't supply much detail. || The reader has trouble figuring out when and where the story took place. ||
 * Problem/Conflict || It is very easy for the reader to understand the problem the main characters face and why it is a problem. || It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. || It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. || It is not clear what problem the main characters face. ||
 * Characters || The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. || The main characters are named and described. Most readers would have some idea of what the characters looked like. || The main characters are named. The reader knows very little about the characters. || It is hard to tell who the main characters are. ||
 * Organization || The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. || The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. || The story is a little hard to follow. The transitions are sometimes not clear. || Ideas and scenes seem to be randomly arranged. ||

Related Materials & Resources
How to for the Fractured Fairy Tales: (requires flash) [] Story writing templates []

 Lesson Three

Subject
Mathematics

Commonwealth of Pennsylvania Standards and Anchors
**2.1.5.A** Apply number patterns to count and compare values of whole numbers, fractions, and decimals. **2.1.5.B** Use number theory concepts and models to represent or rename whole numbers, fractions, and decimals. **2.1.5.C** Use models to represent the concept of an integer, fraction, decimal, or percent.

Big Ideas
Measures can be estimated by using known referents. Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms. Numerical quantities and calculations can be estimated by using numbers that are close to the actual values, but easier to compute. Patterns exhibit relationships that can be extended, described, and generalized. Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. There are some mathematical relationships that are always true and these relationships are used as the rules of arithmetic and algebra and are useful for writing equivalent forms of expressions and solving equations and inequalities.

Concepts
Division: Understanding of strategies, fluency Equations and Inequalities: Use patterns, models, and relationships Fractions and Decimals: Addition and subtractions Surface Area and Volume: Units, strategies and tools to find measurements; and the development of formulas

Competencies
Develop an understanding of and fluency with addition and subtraction of fractions and decimals (models, place value, properties of addition and subtraction of decimals) to solve problems in a variety of contexts, including measurement. Develop understanding of negative integers using concrete objects. Develop fluency with and an understanding of efficient strategies for division (models, place value, properties of operations, and the relationship between multiplication and division) and use them to solve problems.

Vocabulary
number patterns number theory whole numbers fractions decimals integer estimation measurement expressions equation inequalities

numerator denominator

Objectives
At the end of this lesson, students will be able to:
 * represent fractions using manipulatives.
 * construct fractions equivalent to one.
 * add fractions with like and unlike denominators to equal the sum of one.

Essential Question(s)
How is computation with fractions and decimals similar to and different from whole number computation?

Duration
50-60 minutes

Materials
Calculation Nation at [] yOU MUST MAKE AN ACCOUNT. Computers with Internet access Unifix cubes paper pencils number cubes Optional: Interactive Whiteboard (IWB) with projector [|fraction strips.pdf] [|fraction worksheet.pdf] pre-cut paper at different lengths (with unlike denominators). pre-made flip with different length rectangles and interactive ruler rulers yardstick

Instructional Procedures
Set up your interactive whiteboard (IWB) and projector. Set up your computers within your classroom or computer lab. The Thinkfinity site where you can find Calculation Nation at [] You must make an account. It is free.

"Can someone explain the denominator's function?"** "How can we make a fraction equal one?"**
 * W:** **"Today we will explore fractions. We will use an interactive website and manipulatives to create fractions. Then, we will use these activities to help us determine the sum of fractions with like and unlike denominators. Let's begin by reviewing some of our vocabulary."** Ask questions like:
 * "What do we call the number that is above the fraction bar?"**
 * "What do we call the number that is below the fraction bar"**
 * "Can someone explain what the numerator is?"
 * "How do we add fractions with like denominators?"
 * "What number needs to be the same to add fractions?"**
 * "How do I knwo when two fractions are equivalent?"**
 * "At the end of this lesson, you will be able to identify equivalent fractions. You will also be able to add fractions with like and unlike denominators so the sum is equal to one. ."**

Use pre-cut papers posted on the board or pre-measured thin rectangle shapes on the IWB to show different lengths. Students can participate by taking a ruler or yard stick or using the interactive ruler to measure the papers or rectangles. Write the fractions on the board. The pre-measured figures should have different denominators. For instance, 1 -1/2, 2 -1/4, 5 -7/8 Ask the students how they would add all of these numbers up to get a total.
 * H**: As an introductory activity, have the students barinstorm why it is important to learn about fractions. Ask the stduents to gicve real-life examples of fractions. Probe for answers if needed. For instance:
 * "Let's brainstorm some ideas about fraction. When do you use fractions in your life? I am going to write these ideas on the board as we come up with them."**
 * "How can find the total length of the paper (or rectangles)?"**

Pass out unifix cubes to the students. Make sure you give a variety of colors to the students. Briefly review the numerator and the denominator with the students. Have the students use one color for the numerator and another color for the denominator. Practice making fractions together. For example: 4/7 Use 4 red cubes and 3 blue cubes to show 4 out of the seven total cubes are red. 2/4 Use two red cubes and 2 blue cubes to show 2 out of the 4 cubes are red. Continue practicing this together. Whe you feel the students are ready, have the students pick 2 sets of 8 cubes. Each set will need two colors. Have the students make 3/8 and 5/8. Ask:**"What do you notice about these two fractions we just made?"** Continue with the game for about 15 minutes.
 * E: The Drop Zone**
 * "How are they alike and how are they different"** Discuss the like denominators and unlke numerators as a class. How does it look different? How does it look the same?
 * "Now we are going to play a game on the interactive board called drop zone."** Read the directions on the site to the students. Have the students come up to the board to particpate in the activity. As the game progresses, talk about the unlike denominators. Remind them of the pieces of paper (or the rectangles on the IWB) from the beginning of the lesson. Tell them to rethink their ideas about how they can measure them.

After the students complete this activity, break the students into three groups within the classroom or computer lab. A small group can work with the IWB while a group follows along at their seats using the manipulatives The students can work with partners at their seats to try to combine fractions with unlike denominators using the unifix cubes. The students should lead the discussion while the teacher facilitates the learning process. The last group can go to the computers in pairs. They can work together using the interactive on Thinkfinity. The students can play against their partner. Keep the students at the session for 10-15 minutes. Rotate the students so they can experience the activity through a different perspective. The teacher should act as a facilitator during the entire process.


 * R: Group Share**

Call the groups back together for discussion. Ask students questions to help them reflect on their experience at each session. Sample questions:

"**Now let's go back to our original dilemma. How can we measure these strips of paper (or rectangles on the IWB)?"** Let the students brainstorn the answer once again. Try to have the students discover to connect the "shapes" like they did with the inifix cubes and then measure them together.
 * "Now that we have explored fractions with like and unlike denominators, can anyone give us some real-life examples?"**
 * "In this lesson, we used what you already know about fractions to build on a new skill. In our next lesson, we will begin adding fractions with unlike denominators."**


 * E:** You will have opportunities to assess students while they are working in the sessions and through discussions and questions. Students may need to be pulled into small groups to further clarify understanding, or you can assess student learning at another time.

Use a student checklist (mark observed or not observed) as you observe to record the students' understanding of: Use the questions above to reflect on their learning.
 * fractions using the manipulatives
 * like and unlike denominators
 * performance on Drop Zone

Have students complete the adding fractions worksheet.


 * T:** Use the activities and strategies listed below to meet the needs of your students during the year.


 * Routine:** To practice these concepts or as a warm-up for the next day, use this Drop Zone to encourage interactive learning of fractions.
 * Mini lessons:** Use fraction strips to show equivalency of like and unlike denominators. Students can record their answers on a sheet of paper.

Students can participate in a think pair share. have the students verbally explain the fraction that they made to their partner. Then the partner has to make an equivalent fraction with the unifax cubes.
 * Extension:** Have the students visit the Thinkfinity website. The studenst can work independently and challenge the computer.
 * Intervention:** Continue to use the fraction strips and unifix cubes to enhance the learning process. You may want to assign a specific color for the numerator and denominator.
 * O:** The teacher will start the lesson using the manipulatives. The concept will become more abstract as the teacher models the software. The studenst are encouraged to participate in each step. The teacher will then break the group into sessions and facilitate the learning experience. The teacher will assist individuals and ask probing questions. The teacher will encourage discovery through discussion and modeling if applicable.

Suggested Instructional Strategies
Scaffolding, Active Engagement , Metacognition , Modeling , Explicit Instruction , Simulation , Inquiry Based , Differentiated Learning , Auditory , Verbal/Linguistic
 * T:** Use the activities and strategies listed below to meet the needs of your students during the year.


 * Routine:** To practice these concepts or as a warm-up for the next day, use this Drop Zone to encourage interactive learning of fractions.
 * Mini lessons:** Use fraction strips to show equivalency of like and unlike denominators. Students can record their answers on a sheet of paper.

Students can participate in a think pair share. have the students verbally explain the fraction that they made to their partner. Then the partner has to make an equivalent fraction with the unifax cubes.
 * Extension:** Have the students visit the Thinkfinity website. The studenst can work independently and challenge the computer.
 * Intervention:** Continue to use the fraction strips and unifix cubes to enhance the learning process. You may want to assign a specific color for the numerator and denominator.
 * O:** The teacher will start the lesson using the manipulatives. The concept will become more abstract as the teacher models the software. The studenst are encouraged to participate in each step. The teacher will then break the group into sessions and facilitate the learning experience. The teacher will assist individuals and ask probing questions. The teacher will encourage discovery through discussion and modeling if applicable.

Formative Assessment
Students will be observed during class sessions. The students will need to demonstrate the following understanding during the observation through a teacher checklist:


 * fractions using the manipulatives
 * like and unlike denominators
 * performance on Drop Zone
 * completion of the worksheet (record number correct)

Related Materials & Resources
Websites on adding fractions [] [] Free fractions worksheets: []