Is another way to represent that fraction? How are you going to organize your work? What is the value of the hexagon and what shapes can cover a hexagon? DIFFERENTIATION Extension Once students have completed the task above, this lesson can be extended by changing the value of the land to $2,400 or $3,600. Students also be encourage to create their own field with subplots of land using pattern blocks. This would be an open ended assignment and require a higher degree of critical thinking, but very worthwhile. It would also self- differentiate. Students ready for a more complicated fractional field could build larger designs with lots of pattern blocks. Students could work in pairs to design their own farm, then trade their design with another pair of students and solve another’s design. Intervention If necessary, students could make a smaller design that is less complicated. Students struggling with multiplying a whole number by a fraction could begin with a smaller whole number such as $240. Some students may still need to be provided with a table. See below: Field Shape Fraction of Dollar Value T Trapezoid $150 or ³⁄₂₄ ⅛ B Parallelogram $100 ¹⁄₁₂ or ²⁄₂₄ C Hexagon $300 ¼ or ⁶⁄₂₄ D Parallelogram $100 ¹⁄₁₂ or ²⁄₂₄ E Triangle $50 ¹⁄₂₄ F Parallelogram $100 ¹⁄₁₂ or ²⁄₂₄ G Trapezoid $150 or ³⁄₂₄ ⅛ H Trapezoid $150 ⅛ or ³⁄₂₄ I Triangle $50 ¹⁄₂₄ J Triangle $50 ¹⁄₂₄
Is another way to represent that fraction? How are you going to organize your work? What is the value of the hexagon and what shapes can cover a hexagon? DIFFERENTIATION Extension Once students have completed the task above, this lesson can be extended by changing the value of the land to $2,400 or $3,600. Students also be encourage to create their own field with subplots of land using pattern blocks. This would be an open ended assignment and require a higher degree of critical thinking, but very worthwhile. It would also self- differentiate. Students ready for a more complicated fractional field could build larger designs with lots of pattern blocks. Students could work in pairs to design their own farm, then trade their design with another pair of students and solve another’s design. Intervention If necessary, students could make a smaller design that is less complicated. Students struggling with multiplying a whole number by a fraction could begin with a smaller whole number such as $240. Some students may still need to be provided with a table. See below: Field Shape Fraction of Dollar Value T Trapezoid ⅛ or ³⁄₂₄ $150 B Parallelogram ¹⁄₁₂ or ²⁄₂₄ $100 C Hexagon ¼ or ⁶⁄₂₄ $300 D Parallelogram ¹⁄₁₂ or ²⁄₂₄ $100 E Triangle ¹⁄₂₄ $50 F Parallelogram ¹⁄₁₂ or ²⁄₂₄ $100 G Trapezoid ⅛ or ³⁄₂₄ $150 H Trapezoid ⅛ or ³⁄₂₄ $150 I Triangle ¹⁄₂₄ $50 J Triangle ¹⁄₂₄ $50
CCGPS_Math_4_Unit4Framework.docx