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Fractions

Skapad 2020-02-10 10:30 i Rödabergsskolan Stockholm Grundskolor
Grundskola 4 – 6 Matematik
We will be learning about fractions over this long unit! We will be learning about fractions concept, addition, subtraction, multiplication and division.

Innehåll

Lesson Content

  • We will be working individually but also in groups or pairs

  • We will use Kahoot

  • We will be using our Practice Masters and normal green textbook

  • We will use Canadian workbooks for extra practice or reteaching.

 

Key Terms

  • Fraction, numerator, denominator

  • improper fraction, mixed number, 

  • Equivalent fractions

  • Common factors, Greatest Common Factor (GCF)

  • Simplest form, common denominator, 

  • Multiples, Least Common Multiple, Lowest Common Denominators

  • Like denominators, compatible numbers, renaming

 

 

How Will I be Graded?

  • Your work during the lessons in your workbook

  • Two Checkpoints (quizzes) during the unit

  • A fractions test after Part one of the Unit

  • The Maths Cafe Project at the end of the unit.

You can see these on the Assignments (Uppgifter) part of Skolplattformen.

 

 

Daily Lesson Plans (Planned through end of part one)

Uppgifter

  • Chapter 8 Diagnostic Checks and Test

Kopplingar till läroplanen

  • Centralt innehåll
  • Rationella tal och deras egenskaper.
    Ma  4-6
  • Positionssystemet för tal i decimalform.
    Ma  4-6
  • Tal i bråk- och decimalform och deras användning i vardagliga situationer.
    Ma  4-6
  • Tal i procentform och deras samband med tal i bråk- och decimalform.
    Ma  4-6
  • Centrala metoder för beräkningar med naturliga tal och enkla tal i decimalform vid överslagsräkning, huvudräkning samt vid beräkningar med skriftliga metoder och digitala verktyg. Metodernas användning i olika situationer.
    Ma  4-6
  • Rimlighetsbedömning vid uppskattningar och beräkningar i vardagliga situationer.
    Ma  4-6
  • Strategier för matematisk problemlösning i vardagliga situationer.
    Ma  4-6
  • Matematisk formulering av frågeställningar utifrån vardagliga situationer.
    Ma  4-6

Matriser

Ma
Math Year 4 Simplified (English)

E Level
C Level
A Level
Problem Solving
Pupils can solve simple problems in familiar situations in a basically functional way by choosing and applying strategies and methods with some adaptation to the type of problem.
Pupils can solve simple problems in familiar situations in a relatively well functioning way by choosing and using strategies and methods with relatively good adaptation to type of problem.
Pupils can solve simple problems in familiar situations in a well functioning way by choosing and using strategies and methods with good adaptation to the type of problem.
Concept
Pupils have basic knowledge of mathematical concepts and show this by using them in familiar contexts in a basically functional way. Pupils can also describe different concepts using mathematical forms of expression in a basically functional way. In the descriptions, pupils can switch between different forms of expression and also apply simple reasoning over how the concepts relate to each other.
Pupils have good knowledge of mathematical concepts and show this by using them in familiar contexts in a relatively well functioning way.Pupils can also describe different concepts using mathematical forms of expression in a relatively well functioning way. In the descriptions, pupils can switch between different forms of expression and also apply developed reasoning over how the concepts relate to each other.
Pupils have very good knowledge of mathematical concepts and show this by using them in new contexts in a well functioning way. Pupils can also describe different concepts using mathematical forms of expression in a well functioning way.n the descriptions, pupils can switch between different forms of expression and also apply well developed reasoning over how the concepts relate to each other.
Method
Pupils can choose and apply basically functional mathematical methods with some adaptation to the context to carry out simple calculations and solve simple routine tasks in arithmetic, algebra, geometry, probability, statistics and also relationships and change with satisfactory results.
Pupils can choose and apply appropriate mathematical methods with relatively good adaptation to the context to carry out simple calculations and solve simple routine tasks in arithmetic, algebra, geometry, probability, statistics, and also relationships and change with good results.
Pupils can choose and apply appropriate and effective mathematical methods with good adaptation to the context to carry out simple calculations, and solve simple routine tasks in arithmetic, algebra, geometry, probability, statistics, and also relationships and change with very good results
Communication
Pupils can account for and discuss their approaches in a basically functional way and use diagrams, symbols, tables, graphs and other mathematical forms of expression with some adaptation to the context.
Pupils can account for and discuss their approaches in an appropriate way and use diagrams, symbols, tables, graphs and other mathematical forms of expression with relatively good adaptation to the context.
Pupils can account for and discuss their approaches in an appropriate and effective way and use diagrams, symbols, tables, graphs and other mathematical forms of expression with good adaptation to the context.
Rationale
Pupils describe their approach in a basically functional way and applysimple and to some extent informed reasoning about the plausibility of results in relation to the problem situation, and can also contribute to making some proposals on alternative approaches. In their accounts and discussions, pupils can apply and follow mathematical reasoning by putting questions, putting forward and responding to mathematical arguments in a way which to some extent takes the reasoning forward.
Pupils describe their approach in a relatively well functioning way and apply developed and relatively well informed reasoning about the plausibility of results in relation to the problem situation, and can make some proposals on alternative approaches. In their accounts and discussions, pupils apply and follow mathematical reasoning by putting questions, putting forward and responding to mathematical arguments in a way which takes the reasoning forward.
Pupils describe their approach in a well functioning way, and apply well developed and well informed reasoning about the plausibility of results in relation to the problem situation, and can make proposals on alternative approaches.In their accounts and discussions, pupils can apply and follow mathematical reasoning by putting questions, putting forward and responding to mathematical arguments in a way which takes the reasoning forward and deepens or broadens them.