DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

Teacher Candidate: Joyce Spaulding Meyer Grade Level: Third Title: Lesson #4 GWM 17.3 Comparing and Ordering Fractions

CONTEXTUAL FACTORS (ELL, IEP, GATE, etc. & classroom environment)

Student Contextual Factors: Gender 22 students - 13 girls, 9 boys Ethnicity 16 Caucasian 2 Hispanic 2 African American 1 Pacific Islander 1 Native American Exceptionalites No ELL students SIOP 19-Opportunity for students to clarify in L1 1 student with IEP (severe): Kyla 1 student with IEP (mild/moderate): Heather 4 struggling learners (no IEP): Aaliyah, Gavin, Jaxon, Sarah K. 3 GATE students: Kaleb, Johnathan, Michelle 6 high achieving students (not GATE): Abi, Nyah, Lia, Isabell, Mya, Sarah L. 1 student who demonstrates characteristics of Autism Spectrum Disorder: Sam 3 students with behavioral difficulties - also struggle with motivation to work: Gavin, Jacob, Jaxon Note: Gavin and Jacob are step-brothers Classroom environment: SMART Board and ELMO. Student desks arranged into 5 table groups of 4 or 5 students per group.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (Common Core, Utah Standards, others): SIOP 3-Content appropriate Domain: Number and Operations - Fractions Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Content Walk-Away: I will be able to compare and order fractions using models of fractions. SIOP 1-Content objectives

Language Walk-Away: Students will write a response to answer why the size of a single piece of a whole decrease when the number of pieces in the whole increases? Student Friendly Language Walk-Away: Why does size of a single piece of pizza get smaller as I need to cut more pieces of pizza? SIOP 1-Content objectives, SIOP 2-Language objectives

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Listen in as students discuss with partners. Walk room as students are working, listening into conversations and spot-checking work. Content Walk-Away Evidence (Summative): Assess by having student complete the following questions by writing in is greater than or is less than. Then have them draw a picture showing one or more of the statements. 1/5 ___________ 1/3 1/2 __________ 1/10 1/3 __________ 1/4 3/4 __________ Language Walk-Away Evidence (Summative): Writing: Why does size of a single piece of pizza get smaller as I need to cut more pieces of pizza?

Modifications/Accommodations

Struggling learners can use fraction strips to help them solve problems.

ACTIVE LEARNING PLAN

Modifications/Accommodations (refer to contextual

factor)

Building Background Place magnetic fraction tiles on the board. Remember when we made paper strips that looked like these? SIOP 8-Linked to past learning Today we are going to use these as we compare fractions to each other. Point to fraction on the board and define (from previous lessons in the unit). SIOP 9-Key vocabulary, SIOP 12-Variety of techniques Goals: I will be able to compare and order fractions using models of fractions. I will be able to write an answer to explain why the size of a single piece of pizza gets smaller as I need to cut more pieces of pizza.

SIOP 1-Content objectives, SIOP 2-Language objectives Focus Lesson (I do it) Using GWM Discussion Book pg. 68, model thinking on Tasks 1 - 4. SIOP 14-Scaffolding (Think Aloud) Model on the board with magnetic fraction tiles so I can compare them side by side. Revisit objective, point out that we are comparing the tiles. Introduce the term denominator as the bottom number that represents the number of equal parts in a whole. Task 4 (When you write 1/3, what does the 3 tellyou?) transition into We Do by having students stand up when they notice what the denominator represents. SIOP 18-Wait time Dont move on until most students are standing. SIOP 4-Supplementary materials, SIOP 5-Adaptation of content, SIOP 6Meaningful activities, SIOP 9-Key vocabulary, SIOP 12-Variety of techniques Call on students to explain their thinking, calling on struggling learners first, progressing to higher-ability students to add to the first students ideas. SIOP 23-Content objective supported, SIOP 24-Language objective supported Formative Assessment: Students will stand up when they know what the denominator represents. SIOP 30-Assessment Modification/accommodations: Calling on struggling learners first allows all students to participate and to process the content. Higher-ability students can add to the ideas with deeper comments and understanding. SIOP 5-Adaptation of content Guided Instruction (We do it) Tasks 5-7 do with and explain to a partner (Stand Up, Hand Up, Pair Up). These are all based on pictures of pizza. Refer back to our goal of comparing using models of fractions. SIOP 7-Linked to background Ask, how and why questions for Tasks 6 and 7 (e.g., How much of Pams pizza is left? and Who ate the most? and How can you tell?). SIOP 13-Students use learning strategies, SIOP 15-Higher-order thinking, SIOP 18-Wait time Hand out copy of fraction circles 1/4, 1/5, and 1/6 for students to use as they complete Tasks 6 and 7. SIOP 4-Supplementary materials, SIOP 5-Adaptation of content, SIOP 6Meaningful activities, SIOP 16-Opportunity for interaction, SIOP 17Grouping supports objectives, SIOP 20-Hands-on materials, SIOP 21Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged When students are nearly finished, have students use their fingers to show how many more minutes they need to finish the assignment. Formative Assessment: Listen in as students discuss with partners. Note any misconceptions to address in whole group. SIOP 30-Assessment Modification/accommodations: Provide students with a copy of fraction circles 1/4, 1/5, and 1/6 for students to use as they complete Tasks 6 and 7. SIOP 5-Adaptation of content Collaborative/Cooperative (You do it together)

Remember this is a shorter lesson. Move through I Do fairly quickly. SIOP 26-Pacing

Show a visual I have made Tell students they wont use every fraction piece, they have several to choose from. SIOP 11-Clear explanation

Make greater than or less than visual posters comparing fractions (twice on each poster). E.g., glue 1/3 of a circle on a paper and 1/5 of a circle of the same size on a paper. Students will glue the correct label (is greater than) in between the two shapes. Have your shoulder partner check your work before gluing in the label. SIOP 29-Feedback Walk room as students are working, listening into conversations and spotchecking work. Correct/guide when necessary. SIOP 29-Feedback SIOP 4-Supplementary materials, SIOP 6-Meaningful activities, SIOP 12Variety of techniques, SIOP 16-Opportunity for interaction, SIOP 17Grouping supports objectives, SIOP 20-Hands-on materials, SIOP 21Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged Formative Assessment: Walk room as students are working, listening into conversations and spot-checking work. SIOP 30-Assessment Modification/accommodations: Struggling learners can complete one of the comparisons and fast finishers and high-ability students can write about how they decided which one was larger. SIOP 5-Adaptation of content Summarization Use random selector to call on students to share their poster with the class. Have them explain how they knew which piece was greater than the other piece. Have them use the word denominator when describing how many pieces their whole is cut into. Correct misconceptions as necessary, giving positive and negative feedback. SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 29-Feedback Goals: I will be able to compare and order fractions using models of fractions. I will be able to write an answer to explain why the size of a single piece of pizza gets smaller as I need to cut more pieces of pizza. SIOP 27-Review vocabulary, SIOP 28-Review concepts Formative/Summative Assessment: Are students using vocabulary? If not, prompt as they give their oral explanations. Can they explain that as the number of pieces increase, the size of the pieces become smaller? As before, call on struggling learners first and have higher-ability students add to the explanations. SIOP 30-Assessment Independent (You do it alone) Assess by having student complete the following questions by writing in is greater than or is less than. Then have them draw a picture showing one or more of the statements. 1/5 ___________ 1/3 1/2 __________ 1/10 1/3 __________ 1/4 3/4 __________

For visual comparison posters: Struggling learners can complete one of the comparisons (Heather, Aaliyah, Gavin, Jaxon, Sarah K., Sam) Fast finishers and high-ability students can write about how they decided which one was larger. (GATE: Kaleb, Johnathan, Michelle 6 high achieving students (not GATE): Abi, Nyah, Lia, Isabell, Mya, Sarah L.)

Writing: Why does size of a single piece of pizza get smaller as I need to cut more pieces of pizza? SIOP 13-Students use learning strategies, SIOP 21Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking Formative/Summative Assessment: On assessment, have students circle or ? to assess their own understanding. Check that students are correctly labeling greater than or less than. SIOP 30-Assessment Modification/accommodations: More simplistic written explanations will be acceptable from struggling learners.

NOTES TO TEACHER
What do I need to remember to do? post objectives prior to lesson do writing during LA writing time today Speak clearly SIOP 10-Appropriate speech Materials to have ready? Assessment copies fraction tiles with magnetic backing copies for activities Approximate time needed for lesson? 45 minutes (time cut short due to an assembly today)

Assessment and activities posted below.

Activity

Name:__________________ Date:______________

is more than

is more than

Assessment

Name:___________________ Date:____________________ Directions: Fill in the blanks with is greater than or is less than to make each statement true. Then draw pictures to show one of the statements.

1. 2. 3. 4.

1/5 ______________________ 1/3 1/2 ______________________ 1/10 1/3 ______________________ 1/4 3/4 ______________________ 1/2

This is a picture to show number ______.

Circle one to show how you feel about your understanding.

Why does the size of a single piece of pizza get smaller as I need to cut more pieces of pizza?

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