Exploring Fractions & Matter

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Day 1: Fractions Foundations & Mixtures Introduction

Learning Objectives

• I can add fractions with unlike denominators using visual models.
• I can explain key vocabulary words: mixture, solution, solute, solvent.
• I can identify the components of a mixture versus a solution.

Standards:

• CCSS.MATH.CONTENT.5.NF.A.1 & 5.NF.A.2 (Add/Subtract Fractions)
• NGSS 5-PS1-4 (Conduct investigations to separate mixtures)

Success Criteria

• Students add fractions with unlike denominators accurately in at least 3 practice problems.
• Students correctly match and define vocabulary words with 90% accuracy.
• Students explain the difference between mixtures and solutions in their own words.

Materials

• Fraction strips or fraction circle manipulatives
• Vocabulary cards with definitions
• Clear jars with examples: sand & water (mixture), salt & water (solution)
• Whiteboard & markers

Activities & Timing

1. Engage (10 min):

• Begin with an interactive fraction warm-up using fraction strips — focus on adding fractions with unlike denominators.
• Use visual fraction strips to reinforce equivalent fractions before adding.

2. Explore (15 min):

• Introduce mixture and solution vocabulary with cards and everyday examples.
• Show jars with sand & water and salt & water; ask students what they observe.

3. Explain (15 min):

• Model adding fractions step-by-step on the board (e.g., 1/4 + 2/3).
• Discuss vocabulary terms, emphasizing the components of mixtures and solutions.

4. Elaborate (15 min):

• Independent practice: Solve 5 fraction addition problems with unlike denominators on a worksheet.
• Partner activity: Match vocabulary words to definitions and examples.

5. Evaluate (5 min):

• Exit ticket: Write one difference between a mixture and a solution and solve one fraction addition problem.

Differentiation

• Provide fraction strips manipulatives to support visual/spatial learners.
• Use sentence frames for EL students (e.g., “A mixture is … because …”).
• Pair struggling students with peers for guided practice.

Extensions

• Challenge advanced students to create word problems combining fractions and science vocabulary.
• Have students diagram separating a mixture and write fractions describing components.

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Day 2: Investigating Mixtures & Equation Writing

Learning Objectives

• I can add fractions with unlike denominators using the common denominator method.
• I can describe how components in a mixture can be separated physically.
• I can use vocabulary terms (mixture, solution, solute, solvent) correctly in sentences.

Standards:

• CCSS.MATH.CONTENT.5.NF.A.1 & 5.NF.A.2
• NGSS 5-PS1-4

Success Criteria

• Students add fractions with unlike denominators correctly on at least 4 problems.
• Students explain separation methods for mixtures clearly in writing or speech.
• Vocabulary is used correctly in sentences with 80% accuracy.

Materials

• Separation experiment materials: sand, water, salt, coffee filters, sieves, clear cups
• Fraction addition worksheets
• Science journals

Activities & Timing

1. Engage (10 min):

• Review fraction addition with unlike denominators orally using fraction bars.
• Conduct a quick quiz of 3 problems orally for participation.

2. Explore (20 min):

• Conduct a hands-on investigation where students mix sand and water, salt and water.
• Guide students to physically separate the components (filtering sand, evaporating saltwater).

3. Explain (15 min):

• Discuss the methods used to separate mixtures and what makes solutions different.
• Students write 3 sentences using targeted vocabulary in their science journals.

4. Elaborate (10 min):

• Practice solving fraction addition problems involving sums with unlike denominators (worksheet).
• Share a few sentences aloud about the experiments using the vocabulary explicitly.

5. Evaluate (5 min):

• Quick write: “Describe one way to separate a mixture. Give an example.”

Differentiation

• Modified fraction problems for learners needing reinforcement with smaller denominators.
• Visual drawing support for writing sentences or describing separation.
• Use peer discussion for EL and shy students before writing.

Extensions

• Advanced learners research a real-world mixture and write a short report including fraction data.
• Create a poster illustrating the fraction addition process and vocabulary connection.

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Day 3: Solutions & Fraction Word Problems

Learning Objectives

• I can solve real-world problems involving adding fractions with unlike denominators.
• I can explain the difference between mixtures and solutions using fraction data.
• I can use scientific vocabulary correctly in context.

Standards:

• CCSS.MATH.CONTENT.5.NF.B.3 (Solve word problems involving addition/subtraction of fractions)
• NGSS 5-PS1-4

Success Criteria

• Accurately solve 5 fraction addition word problems involving mixtures and solutions.
• Correctly describe mixtures vs. solutions in word problem explanations.
• Use vocabulary properly in written and oral explanations.

Materials

• Word problem cards related to mixtures & solutions incorporating fraction addition
• Science journals
• Whiteboard

Activities & Timing

1. Engage (10 min):

• Warm-up adding fractions with unlike denominators using a short worksheet.

2. Explore (20 min):

• Introduce word problems that combine science and math concepts—e.g., “If a solution contains 1/3 cup of salt and 2/5 cup of water, how much total liquid is there?”
• Students work in small groups to solve and explain their answers.

3. Explain (10 min):

• Groups share their solutions and explain the steps used in adding fractions and describing the mixture or solution.

4. Elaborate (15 min):

• Independent writing: Students create their own fraction word problem related to mixtures or solutions and solve it in their journals.

5. Evaluate (5 min):

• Exit slip: Students write one “I can” statement summarizing what they learned about fractions and mixtures.

Differentiation

• Provide partially completed word problems for struggling students.
• Use graphic organizers to structure problem-solving steps.
• Provide sentence starters for writing explanations.

Extensions

• Advanced students create multi-step word problems combining more than two fractions.
• Present a creative science-commercial style ad explaining mixtures and solutions including fraction facts.

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Day 4: Review, Assessment & Creative Application

Learning Objectives

• I can demonstrate mastery of adding fractions with unlike denominators.
• I can explain, compare, and model mixtures and solutions.
• I can apply vocabulary in a creative way related to science topics.

Standards:

• CCSS.MATH.CONTENT.5.NF.A.1 & 5.NF.B.3
• NGSS 5-PS1-4

Success Criteria

• Score at least 80% on the combined fractions and science quiz.
• Create a clear model or diagram that shows a mixture or solution.
• Use vocabulary confidently during presentation or writing.

Materials

• Quiz (fraction addition and science vocabulary)
• Art supplies for drawing/modeling
• Science journals

Activities & Timing

1. Engage (5 min):

• Brief review quiz warm-up on fractions and vocabulary.

2. Explore & Explain (30 min):

• Students create a visual model (drawing, diorama, or diagram) showing a mixture or solution.
• Include labels and fraction representations of components.

3. Elaborate (15 min):

• Students present their models to small groups or whole class, using “I can” statements and vocabulary.

4. Evaluate (10 min):

• Formal assessment quiz covering fraction addition, vocabulary, and differentiation between mixture vs solution.
• Teacher provides targeted feedback immediately.

Differentiation

• Allow oral explanations instead of written for students with writing difficulties.
• Use alternative assessments (such as drawing or modeling) for students who struggle with tests.
• Scaffold quiz questions with guided hints for those who need it.

Extensions

• Encourage advanced learners to design and present an experiment at home involving mixtures or solutions with fraction data.
• Have students write a short story that creatively includes vocabulary and fraction problems about mixtures or solutions.

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Note: Each day, incorporate quick, frequent checks for understanding using thumbs-up/down or mini whiteboards to maintain engagement and ensure concepts are mastered progressively. Integrate frequent use of “I can” and success criteria to promote student self-assessment and goal-setting.