Marilyn

Lesson15 Assessing student understandingLesson SummaryStudents demonstrate understanding of theobjectives of Lessons 11–14 by completingWorkSpace pages independently.AssessAdminister the Unit 7: End-of-Unit Assessmentafter completing the lesson.Objectives• Compare fractions with common numerators.• Identify equivalent fractions.• Communicate ideas with key math vocabulary:common numerator, equivalent, andunit fraction.Step1whole groupStudents practicetoolkit strategies.1 Introduce the lesson.h Today you will practice comparing fractions with thestrategies you learned. Then you will complete anassignment that will help me know what you’ve learnedabout fractions and how I can help you learn more.2 Present two pairs of fractions to compare.Write ___ ​ 712 ​and ​7__ 6 ​, and ___ 1​10 ​and ___ ​1 16 ​on the board. Then followthe process for comparing fractions established in theprevious lessons. ( __ ​12 7 ​ ​7_ 6 ; __ ​ 10 1 ​ __ ​ 16 1 )Materials• WorkSpace pages 54 and 55• magnetic fraction strips T S• fraction cubes T S• Additional PracticeT Teacher BagS Student Bag​ __ 712 ​ _ ​7 6 ​​ __ 110 ​ __ ​1 16 ​Interactive Whiteboard ToolsWorkSpace pages and manipulatives for Lesson 15 areprovided on the Interactive Whiteboard Tools CD-ROM.PreparationUnit 7: End-of-Unit AssessmentMake 1 copy of the assessment for each student frompages 338–339 or the TeacherSpace CD-ROM.Language DevelopmentKey Math VocabularyENGLISHcommon numeratorequivalentunit fractionAcademic VocabularyENGLISHcomparepairstrategySPANISHnumerador comúnequivalentefracción unitariaSPANISHcompararparestrategiaSUPPORTING INSTRUCTIONIt’s reasonable to expect students to comparefractions that are not included in their fractionpieces. However, students’ understanding ofimproper fractions and mixed numbers may notbe solid at this point. Therefore, when improperfractions or mixed numbers are presented, it makesgood teaching sense to use fractions that you canmodel with the fraction pieces.In this lesson, students encounter anotherfraction, ​ 1__ 10​. For students who are unsure about​ 1__ 10​, cut another whole strip from constructionpaper into ten equal one-and-a-half-inch piecesto model tenths.124Reason With Fractions