UNIT x UNIT 4 | 155 B Use mixed numbers Work with students to convert item 1 to a fraction greater than 1. Demonstrate converting the whole number into equivalent fractions with a common denominator that matches the denominator in the fraction then adding the numerators. (1/ 5 X 5 + 1/ 5 = 6/ 5, or 1/ 5 + 1/ 5 + 1/ 5 + 1/ 5 + 1/ 5 + 1/ 5 = 6/ 5) Ensure students understand the process then have them work in pairs to answer the remaining questions. ANSWERS 1. 6/5. 2. 7/2; 3. 33/4; 4. 13/3 C • Activate prior knowledge Direct students’ attention to the food group pie chart at the bottom of the page. Ask students to recall the USDA daily requirements for the four food groups. Draw a pie chart on the board divided into 4 sections. Elicit the name of each group. (vegetables, fruit, grains, meat/protein, dairy) • Discuss answers Read aloud the introduction and check confirmation of choosemyplate.gov as a USDA website for advice on nutrition. Have students work in groups to discuss and answer questions. • Exchange information Once students have completed Activity C, ask volunteers to share their answers. Guide students to discuss and reconcile inconsistencies. ANSWERS 1. 5/8 (1/8 + 1/8 + 1/8 + 1/8 (4/8 or ½) + 1/8 = 5/8); 2. ¾ (1 ½ = 6/4; 6/4 – ¾ = ¾) D Make connections Clarify that students use the chart to write a problem similar to the example. Read the example aloud then have students work independently to write their word problems. Give them the opportunity to discuss and answer the problems in pairs. ANSWERS Sample answer: Anya is having ½ cup of yogurt and ½ cup of milk for lunch at school. How much more dairy does he need to have today? Practice Book p. 84 Assessment Program p. 70 PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Help students develop their academic vocabulary around adding and subtracting fractions by providing language frames. Then have students use equations you have already recorded and use the frames to describe them. The common denominator is_____. _____ is the equivalent fraction of _____. Amplify Have students compare the daily recommended requirements of the food groups in the chart on page 155 to greater amounts some people consume. Then have students write complete sentences about what they discover. Sample relationships: 5 ounces of protein to 1 pound of protein, 3 cups of dairy to 1 quart of dairy Write: Fractions Write an equivalent fraction for 1/3. Ask and answer in pairs: How do you add and subtract fractions? UNIT 4 / CONNECT TO MATHEMATICS B Sketch and rewrite each mixed number as a fraction greater than 1. 1. 11 5 2. 3 1 2 C Giselle and Diego are 11 years old. They exercise every day and try to eat healthy foods. They use choosemyplate.gov to help them make healthy eating choices. It shows them how much to eat from each food group every day. 1. Giselle has 1 2 cup of fruit with her cereal at breakfast and 1 8 cup of fruit with her lunch. Determine how much fruit Giselle has at breakfast and lunch. Show your work. 2. Diego has 3 4 cup of fruit at breakfast. He needs to eat 1 1 2 cups of fruit each day. How much more fruit does he need to eat today? D Making Connections Look at the information from choosemyplate.gov. Write a word problem using this information. Joshua drinks 2 1 2 cups of milk. How many more cups of dairy does he need to have today? 3. 8 1 4 4. 4 1 3 Daily Recommendations for Children Aged 9-13 fruit 1.5 cups vegetables 2.5 cups dairy 3 cups protein 5 ounces grains 5-6 ounces UNIT 4 155
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