## Ms. Dawn

### Target 1​

New

Number Operation

:

Computation

###### 1:

Simplify the results of an addition or subtraction problem.

###### 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.

###### 4:

Use factor understandings (LCM) to create equivalent fractions.

4th

###### Vocabulary:

Fraction, Improper fraction, Mixed number, Equivalent, Common denominator, Convert, Multiples, Factors

Activities:

1. Discussed and practiced finding a common denominator using the idea of both multiples and factors.

2. After a few times of practicing finding a common denominator, students continued their game. They needed to roll a die and then solve an addition or subtraction problem. If they got it correct, they could move their game piece.

3. Students needed to add and subtract fractions that also had an improper fraction for an answer. They needed to convert the improper fraction to a mixed number. They used their knowledge from last week on how to turn an improper fraction to a mixed number. Students attached features to faces that showed the correct answer. They would match the answer to the face.    ### Home Exploration

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

### Target 2

:

###### 1:

Multiply a fraction and a whole number using visual models.

###### 2:

Understand how the concept of multiplication can be applied to fractions.

4th

###### Vocabulary:

Whole number, Fraction, Improper fraction, Mixed number, Multiply, Lowest terms

Activities:

1. Discussed what multiplying fractions means. Then, did a few simple practice problems with both being fractions. Then, did a few with whole numbers and talked through the process. We discussed why the whole number goes over one and what does that mean.

2. Students solved a variety of multiplying whole numbers with fractions to figure out a code. They needed to crack the code by solving problems. The code was a math term.

3. Students needed to convert the answer to lowest terms.    ### Home Exploration

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

:

###### Vocabulary:

Activities:    ### Home Exploration 