Lesson 1: I can measure and compare pencil lengths to the nearest ½, ¼, and 1/8 of an inch. I will analyze the data on a line plot. By the end of the lesson, I will be able to… 5th Grade Module 4– Lesson 1 K. Clauson

Say the fraction! Compare Fractions x x Say the fraction! x x 1/ 21/ 4 >

Compare Fractions 1/2 _____ 1/82/4 _____ 3/6 1/8 _____1/4¾ _____ 3/8 1/2 _____ 1/42/5 _____ 2/3 1/3 _____ 1/43/10 _____ 3/8

Decompose Fractions Say the whole Say the given part Write the number bond. Fill in the missing part. Write as an addition sentence to match the number bond. Write as a multiplication sentence to match the number bond. 2/3 1/3 ?

Decompose Fractions More fun with number bonds! Say the whole Say the given part Write the number bond. Fill in the missing part. Write as an addition sentence to match the number bond. Write as a multiplication sentence to match the number bond. ? Fractions to work with: 2/5 3/4 3/8

Equivalent Fractions 1/2 ….. Say the fraction 1/2 = ? / 4 1/2 = ? / 6 1/3 = ? / 6 2/3 = ? / 12 3/4 = ? / 16 3/5 = ? / 25 1/2 ….. Say the fraction 1/2 = 2 / ? 1/5 = 2/ ? 2/5 = 8/ ? 3/4 = 9/ ? 4/5 = 16/ ?

Application Problem * Pull out your Application Problem Packet * Lesson 1

For today’s lesson, you will need:(Teachers: Switch to Interwrite to draw line plots and record data!) -Inch ruler -Problem Set -One 8 ½” x 1” strip of paper Concept Development Follow these steps together! -Cut the strip of paper so that it is the same length as your pencil -Estimate the length of your pencil strip to the nearest INCH and record your estimate on the first line in your PROBLEM SET -What if your pencil strip is between two marks- for example 6 and 6 ½? Where do you mark it?

For today’s lesson, you will need: -Inch ruler -Problem Set -One 8 ½” x 1” strip of paper Concept Development Follow these steps together! -Estimate the length of your pencil strip to the nearest HALF INCH and record your estimate on the first line plot in your PROBLEM SET -What if your pencil strip is between two marks- for example 6 and 6 ½? Where do you mark it? -Was the measurement to the nearest half inch accurate? Let’s find out! Raise your hand if your actual length was on or very close to the one of the half inch markings on your ruler. -Record all measurements on the line plot. I’ll record it on the board, and you record it on your sheet.

For today’s lesson, you will need: -Inch ruler -Problem Set -One 8 ½” x 1” strip of paper Concept Development Follow these steps together! -Estimate the length of your pencil strip to the nearest QUARTER INCH and record your estimate on the second line plot in your PROBLEM SET -How is measuring to the quarter inch different from measuring to the half inch? Turn and talk. -Record all measurements on the line plot. I’ll record it on the board, and you record it on your sheet.

For today’s lesson, you will need: -Inch ruler -Problem Set -One 8 ½” x 1” strip of paper Concept Development Follow these steps together! -Estimate the length of your pencil strip to the nearest EIGHTH INCH and record your estimate on the third line plot in your PROBLEM SET -Look at the first two line plots. What do you think the shape of the third line plot will be look like? Turn and talk. -Record all measurements on the line plot. I’ll record it on the board, and you record it on your sheet.

For today’s lesson, you will need: -Inch ruler -Problem Set -One 8 ½” x 1” strip of paper Concept Development Let’s find out how accurate our measurements are. Raise your hand if your actual strip length was on or very close to one of the eighth- inch markings on the ruler.

Get Ready to Finish the Problem Set on Your Own! Complete Problem Set for Lesson 1 Discuss with your partner Problem 5 You will have 10 minutes to work. Try your Best! 5th Grade Module 4– Lesson 1

5th Grade Module 4- Lesson 1 K. Clauson Take 2 minutes to check your answers with your partner. Let’s share any insights you had while solving these problems. How many of you had a pencil’s length that didn’t fall directly on an inch, half inch, quarter inch, or eighth inch marking? How does the most frequent pencil length change with each line plot? How does the number of each pencil length for each data point change with each line plot? Which line plot had the most repeated lengths? The fewest repeated lengths?

5th Grade Module 4– Lesson 1 K. Clauson EXIT TICKET Page 4.A.12

Time to Sprint! 3.D.38 & 3.D.39- change this number here 5th Grade Module 4 – Lesson 1 K. Clauson