## Ms. Dawn

### Target 1​

New

Number Operation

:

Computation

###### 1:

Recognize that only the numerators should be added or subtracted, not the denominators.

###### 2:

Understand the arithmetic process used for adding and subtracting fractions with unlike denominators.

###### 3:

Recognize that the first step in adding or subtracting fractions with unlike denominators is to create equivalent fractions that share the same denominator.

4th

###### Vocabulary:

Fraction Unlike Denominator, Numerator, Common Denominator, Equivalent

Activities:

1. Discussed what the rules are when adding and subtrating fractions with unlike denominators.

2. Did a few examples with teacher led first, then moved to student led examples.

3. Practiced a few simple addition and subtraction of fraction problems on the student's whiteboard.

4. After getting a few down, moved to a Chutes and Ladder type game. Students rolled a die and had to answer an addition or subtraction with unlike denominator problem. If the student answered correctly, they were able to move thier colored bear that many spaces. On the board there were "Go Again," "Go up 2," and "Go back 2," and "Loss a turn." The objective was to get to the finsih line. We did not finish the game yet, so we will continue next week.    ### Home Exploration

###### Guiding Questions: ## Absent Students:

### Target 2

:

4th

###### Vocabulary:

Prime, Composite, Factors

Activities:

1. Reviewed the definition of prime and composite.

2. On the whieboard, students gave me different examples of prime numbers and examples of composite numbers. After telling me what type of number it was, students needed to explain why they chose prime or composite. If the number was composite, they needed to tell me the factors of that number.

3. Students answered true and false colored questions and identify numbers that were prime or composite based on the factors. They needed to color a mystery picture based on their answers.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### 1:

Convert improper fractions to mixed numbers (and vice versa), understanding that both have “wholes” as a part of their quantity.

4th

###### Vocabulary:

Improper Fraction, Mixed Number, Convert, Whole, Part

Activities:

1. Discussed what an improper fraction was and what a mixed number was.

2. Once students understood that idea, we converted problems on the whiteboard while talking the process outloud. Gave students a "Pac Man" drawing strategiy to help them solve both converting improper fractions to mixed numbers and mixed numbers to improper fractions.

3. At the end, they needed to explain verbally what the improper fraction and mixed number represented.    ### Home Exploration 