A Salty Word Problem By: Lauren Mroz

Standards:
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Objectives:
1) TLW review the basic concept of division of fractions to solve equations by comparing answers and selecting the correct response for a given example. 2) TLW review the basic concept of writing mixed fractions by comparing answers and selecting the correct response for a given example. 3) TLW review the basic concept of adding fractions with like denominators by comparing answers and selecting the correct response for a given example. 4) TLW engage in accountable talk while working collaboratively with peers to solve word problems involving division of fractions and writing mixed numbers. I can add fractions with like denominators by finding a common denominator using Mike & Ikes as a manipulative. I can solve a word problem using Saltine Crackers by dividing fractions when working in a group. I can write fractions as mixed numbers when working in a group to solve a fraction word problem. I can create a visual of the fractions in the scenario using a paper plate and construction paper. I can engage in accountable talk while working in a group to solve a fraction word problem.

Anticipatory Set (10 min)

1) Tell the students that today we will be reviewing solving word problems with fractions. 2) Each student will receive a green/orange Popsicle stick. *Students should be instructed that this is not a toy and should not be played with or broken. 3) On the board, several different fraction math equations will be shown. After each equation, students must answer if it is true or false by displaying green or orange on their Popsicle stick. 4) If the answer is false, a student will be asked to come up to the SmartBoard and solve the equation correctly. *If students are not volunteering, number sticks will be drawn.

Input A. Task Analysis (20 min)

1) Tell students that today we will continue practicing solving math word problems that require higher-level thinking. 2) Ask: Can someone remind the class and explain what it means to use higher-level thinking? 3) Tell the students that they will also practice inquiry-based learning.

4) Ask: Can someone remind the class and explain what inquiry-based learning is? a. As a group you will work together to solve the word problem and create a visual. The teacher will not answer any questions directly, but rather respond with a question that will lead you to the answer. This requires you and your group members to work together and use your higher-level thinking skills to find a solution to the word problem. 5) Tell students that in groups they will be working together to solve a math equation related to fractions. They will be required to work together and use the accountable talk expressions. As the teacher walks around she will be listening for groups that are working together and using accountable talk. 6) Remind students that they can earn points as a group and individually. Points will be given to groups who are working together cooperatively, for groups using accountable talk, and for groups who are using appropriate voice levels. 7) Review guidelines for group work. 8) Ask: What does good group work look like? 9) Ask: What should the voice level be like in the classroom during small group work? What are the consequences for not following classroom voice level rules? 10) Tell the students that as a part of the activity, each group will receive a Math Bin. Inside the Math Bin are tools that can be used to solve the problem. These tools should not be shared between groups, eaten, broken, or lost. 11) Post the question on the document camera and read over the instructions. 12) Discuss as a class what a visual presentation means. 13) Divide the students into their Math groups. 14) Put a countdown timer on the board (30 seconds) for students to get into their groups and become silent. 15) Explain that this is also a competition, so students should maintain a low voice level so other groups do not overhear their good ideas. The group(s) at the end that show all their work, create a visual, have the correct answer, worked together cooperatively, and engaged in accountable talk will receive a special treat. 16) Tell students that they can use any of the tools in their group Math Bin to answer the question. Remind them that they must complete the entire activity guide and create a visual as this will be their exit card and a grade. 17) Put a timer on the board set for 20 minutes for students to complete the activity.

A. Blooms Taxonomy Thinking Levels

1) Comprehend: Can someone explain what it means to use higher-level thinking? Can someone explain what inquiry-based learning? 2) Apply: Show the class how to find the correct answer. 3) Analysis: Solve the equation to determine if the equation is true or false. Compare the two equations to determine which is correct.

B. Learning Styles
1) Visual: Students will be required to create visual representation of their solution to the word problem.

2) Kinesthetic: Students will be using manipulates (Saltine Crackers, construction paper, paper plates, paper bags) to aid in solving the word problem. 3) Interpersonal: Students will work in groups of 4 to solve the fraction word problem. 4) Mathematical: Students will be using their higher-level reasoning to solve the word problem and figure out a way to represent it visually.

C. Methods
1) Whole Group 2) Small Group

D. Materials
1) 2) 3) 4) Green/Orange Popsicle sticks. Fraction Math Questions PowerPoint. Saltine Cracker Activity Guide. Math Bin for each group. (7 bins; 1 for each group) a. Bag of 15 Saltine Crackers b. Construction Paper c. White Paper d. Scissors e. Paper Plates f. 1 Paper bag g. Colored Pencils/Markers/Crayons

Modeling
1) The teacher will show the students how to use their green/orange Popsicle sticks to answer questions.

Checking for Understanding (Throughout Lesson)

During the Anticipatory Set the teacher will use the green/orange Popsicle sticks to gain an understanding of how well students remember basic fraction computations. During the activity the teacher will observe and listen for how well students are working together and using accountable talk. During the activity the teacher will listen to groups as they solve the word problem to gain an understanding of how well students can apply their knowledge of fractions to different situations. During the closure, the teacher and students will learn how well they can apply their knowledge of fractions to word problems based on if they answered the question correctly.

Guided Practice
1) The teacher will walk around the classroom as students are working on the activity to answer questions in an inquiry-based format. 2) The teacher will assist students in correcting questions that are incorrect in the PowerPoint, if necessary.

Independent Practice

1) Students will work in groups on the Saltine Cracker inquiry-based math activity.

Closure (10 min)

1) Teacher will have each group present their answer and visual to the class. Winning group(s) will receive additional Saltine Crackers.

The Salty Word Problem There are 7 Saltine Crackers. 4 People are sharing the Crackers. How much of the Saltine Crackers will each person get? What do you call that amount? Show all of your work below.

Create a visual using only the materials in your math bin to explain how you know how much of the Saltine Crackers each person will get.