Teacher: Breanne Day Date: April 23, 2014 Subject: Math
NYS COMMON CORE STANDARD: 5.NF-Number & OperationsFractions Cluster-Use equivalent fractions as a strategy to add and subtract fractions. Standard 5.NF 2: Solve word problems involving addition and subtraction of fractions referring to the same whole including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
Behavioral Objective: Student will be able to 1. Solve word problems involving addition and subtraction of fractions to the same whole including cases of unlike denominators based on the graphic organizer and math problems given during the lesson.
Materials Needed: 1. Math aid-visual diagram of fractions http://www.math- aids.com/cgi/pdf_viewer_3.cgi?script_name=fractions_lesson_plan.pl&sha pe=2&language=0&x=108&y=38
2. Fraction Video http://www.youtube.com/watch?v=wL4hICyMLKU 3. Finding equivalent fractions http://www.youtube.com/watch?v=Uu5NxKHoSh8 4. Giant chart of blank pie-fractions 5. Math handout of adding and subtracting fractions Procedures- Activating Prior Knowledge: -I will start the lesson by guiding a discussion on what they have been learning about fractions in class. I will ask them what they are learning and what they have trouble with to understand. As we eat our pizza, I will hand out the visuals of fraction diagrams. While we have the pizza and visuals in front of us, we can look at the pizza pies and count how many slices we see in the pie, how many are missing and what fractions those would be. After the discussion, we will watch the YouTube video, on fractions. Teacher Modeling- -We will then watch the finding equivalent fractions YouTube video. We will discuss as a group what it means to be a fraction, how we can add and subtract fractions, how we reduce fractions, and how we can use them in real life. Guided Practice- -As a group, we will fill out the giant chart of blank pie-fractions. I will handout our math worksheet and we will do the first 5 problems together. We will do numbers 1-5 of the worksheet and color them into the laminated chart I bring with me to the lesson. Independent Practice- -Each student will answer as many questions as they can on the math handouts of adding and subtracting fractions. They can refer to the guided practice we filled in with the large chart of pie-fractions. Also, they can use their own handouts of al different fractions I gave to them in the beginning of the lesson. Assessment- -As the students fill in the pie-chart of fractions and complete the independent practice worksheet, I will carefully assess each student to see if they are making connections to correctly identifying fractions, reduce fractions and being able to solve addition and subtraction problems.
Multiple Means of Representation: (write in terms of UDL guide-lines; use guideline #s)
Guideline 1: Provide options for perception -During the YouTube videos, there are audio narrations, visual images and demonstrations. The giant pie-chart for fractions is a great visual image where you can write on it and erase right off it. The hand-outs of fraction graphs will be given to all students to be able to refer back to them when necessary.
Guideline 2: Provide options for language, mathematical expressions and symbols- -In order to avoid any confusion for students, the clear handouts of fractions will be provided as a visual for all students. They will be able to reference back to this during the lesson. The giant pie-chart for fractions is a visual tool for students as well
Fractions 1 Novice 2 Apprentice 3 Practitioner 4 Expert (work exceeds grade level expectations) Problem Solving Little or no understanding of the problem is evident and no work is shown Numerous errors when problem solving and/or no work shown Few errors when problem solving and some work shown No errors when solving problems and all work is shown Mathematical Content Demonstrates little or no knowledge or application of fractions Demonstrate a limited knowledge and application of fractions Demonstrates a general knowledge and application of fractions Demonstrates a clear knowledge and application of fractions Mathematical Communication Inaccurately communicates concepts and/or no examples are provided Communication of concepts is limited; examples provided do not support the work Communicates concepts satisfactorily; provides one example to support work Communicates concepts in a well developed manner; Provides multiple examples to support work Use of Mathematical Terminology No mathematical terminology used or attempted Some mathematical terminology is presented, but not correctly used Mathematical terminology used correctly Mathematical terminology is prevalent and used correctly. Overall Product The reader is unable to follow steps taken in the solution. Work is messy and unorganized. Solutions are difficult to follow at times. Work is sloppy or no attention to detail is shown. Solution is presented in a logical manner. Work is organized and visually appealing. Solutions are presented in an easy to follow step-by-step manner. Exemplary presentation. Multiple Means of Engagement- (write in terms of UDL guide-lines; use guideline #s) Guideline 7: Provide options for recruiting interest- -Learned in week 1, both students enjoy math and watching math videos on YouTube. Both students also explained to me in week 1 that they enjoy pizza. So knowing we will be having a pizza party on the last lesson, I incorporated pizza into learning fractions and adding and subtracting them.
Guideline 9: Provide options for self-regulation- Checkpoint 9.3 Develop self-assessment and reflection- -In providing students with the fractions visuals that they can keep and reference to, they are given the opportunity to self-regulate and self- monitor. If they need to refer back to the visual they are able to clearly see all the different types of fractions there are and how we can combine them by adding them or subtracting them.
Multiple Means of Expression-(write in terms of UDL guide-lines; use guideline #s)
Guideline 4: Provide options for physical action Checkpoint 4.1 Vary the methods for response and navigation -Throughout the lesson, I will give students the choice to answer questions for the giant pie-chart verbally, shade in the fractions, or write them in.
Guideline 6: Provide options for executive functions Checkpoint 6.4 Enhance capacity for monitoring progress- -The rubric I will be using to assess my students work will be shared with them so they are able to understand how they are being graded and what their understanding of each component of the lesson is. This allows them to be able to be aware of their own progress and therefore be able to self-monitor their future progress in fractions.
Culturally Responsive Teaching-
My lesson Component Component 4 Both students love pizza, math and being able to be physically active in their lessons Incorporates pizza as a means to solve fraction equations Lesson connects and affirms home culture with school experience within academic content. All three UDL principles are met throughout the lesson Incorporates multiple means of representation, expression and engagement Incorporates CR materials, content, and teaching practices in all three UDL principles. Both students love to watch YouTube videos, which I showed in my lesson. Realistic, high expectations and standards for student achievement Lesson reflects realistic and high expectations for the achievement as evidenced in behavioral objectives Doing fractions math equations while using a fraction pie- chart if needed Learning strategy of a visual chart is explained clearly to both students. Strategies are conspicuously presented, clearly communicated, in a relevant context.