Pacing Guide

This unit should be implemented to supplement student learning on the concepts of mathematical concepts of fractions and equivalent fractions.

STEM Labs can be adapted in various ways to fit into any classroom or learning environment. Each STEM Lab includes the following 3 sections: Engage, Play, and Share (optional).

Each STEM Lab in this unit can be completed in as little as 40 minutes

Section Summary

The Engage and Play sections, which contain the primary learning activities, can be completed within 40 minutes. The Share section, which enables students to express their learning is optional, but estimated at around 3-5 minutes per group.

Click on the tabs below to view descriptions of the Engage, Play, and Share sections of the STEM Lab.

Engage (20 minutes)

The Engage section is the introductory section designed to capture the student’s attention. This section is intended to be a whole-class activity. It includes a hook, a leading question that personalizes the learning for students, and the build that will be utilized to create a hands-on, exploratory learning experience that places STEM into the hands of young learners.

Play (20 minutes)

The Play section is split into 3 parts in order to structure learning while maintaining student interest: Part 1, Mid-Play Break, and Part 2. In Play Part 1, students will run an investigation, test, and/or make predictions about scientific phenomena using their build as it relates to the key concepts of the unit. The Mid-Play Break includes a discussion of Part 1 and transition to Part 2. In Play Part 2, students will continue to explore their builds and deepen their understanding of key concepts by applying their knowledge in new ways.

The Pacing Guide

The pacing guide for each Lab provides step-by-step instructions on What, How, and When to teach. The STEM Lab Pacing Guide previews the concepts that are taught in each section (Engage, Play, and Share (optional)), explains how the section is delivered, and identifies all the materials that are needed.

Lab 1 - Fractions

Total Time: 40 minutes

Engage	Play	Share
20 mins	20 mins	Optional 3-5 mins per group

Build
Fractions

Engage

Would you rather have a whole cupcake or a piece of cake for a dessert, and why? Students will use this analogy to engage in a conversation about parts, wholes and equivalents, to set the stage for writing, drawing, and representing equivalent fractions. Then they will work in groups to construct the base box of the Fractions build.

Play

Students will first work to create whole equivalents, using only one side of the box, and layering VEX GO beams and plates inside it. Each equivalent fraction will be written and drawn out as well. In Play Part 2, they will expand this activity to find equivalent fractions, using layered beams and plates on both sides of the box. Throughout the Lab, students will be asked about patterns and relationships that emerge between the fractions and the pieces they use.

Share

Students will discuss what “rules” they can make about how fractions function, and the strategies that can be used to visualize fractions and equivalents, both in math and real life applications. Students will also share strategies to support learners at different paces within their groups and classroom.

Main Focus
How do fractions connect to whole numbers?

Materials Needed

VEX GO Kit
Build Instructions
Lab 1 Slideshow
Robotics Roles & Routines
Graph Paper or Blueprint Worksheet or Lab 1 Blueprint Worksheet example
Writing and drawing utensils
Pin Tool
Get Ready...Get VEX...GO! PDF Book (optional)
Get Ready...Get VEX...GO! Teacher's Guide (optional)

Making This Unit Fit Your Unique Classroom Needs

Not every classroom is the same, and teachers face a variety of implementation challenges throughout the year. While each VEX GO STEM Lab follows a predictable format, there are things that you can do in this Unit to help make it easier to meet those challenges when they arise.

Implementing in less time:
- This Unit can be completed in less time with a focus on how fractions function and relate to whole numbers by implementing Engage and Play Part 1 only.
- Inversely, skip Play Part 1 to implement this Unit in less time with a focus on comparing fractions and identifying equivalent fractions.
Reteaching Strategies:
- The following are strategies for helping students move beyond two common misconceptions about fractions. See the Common Misconceptions About Fractions section of the Background page for additional strategies.
  - Misconception: “The numerator has to be smaller than the denominator.”
    - Have students write whole numbers as fractions (3/1, 6/1, 9/1, etc.) and create visual representations with the VEX GO pieces to help make this clear.
  - Misconception: “The denominator gets smaller as the pieces get smaller.”
    - For extra practice to help students grasp that the opposite is actually true, have students complete additional drawings of VEX GO pieces to illustrate 4/4, 6/6, and 8/8 on their Blueprint Worksheet and help them to identify that the pieces get smaller as the denominator gets bigger.
Extending this Unit:
- You can extend this Unit to have students practice comparing and contrasting values with the Equation Balancer Activity (Google / .docx / .pdf).
- Have students complete the Multiplication Madness Activity (Google / .docx / .pdf) to provide an additional opportunity for students to create mathematical models with VEX GO pieces.
- Use the Choice Board activities to extend the Unit, while allowing students to express their voice and choice in what activities they want to complete.
If students get done building at different times, there are a number of meaningful learning activities early finishers can participate in as the rest of the group finishes building. View this article for several suggestions about how to plan for engaging students who finish building earlier than others. From establishing classroom helper routines to completing short activities, there are many ways to keep all students engaged throughout class building time.

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