Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kristina Wicks

Date 4/7/14 Subject/ Topic/ Theme Review Fractions Grae !!!!!4th!!!!!!!
I. Objectives
How does tis lesson connect to te unit !lan"
Stuents have "inishe the "ractions #esson a#rea$% There"ore& this review wi## simp#$ re"resh stuents' know#e(e that wi## he#p them unerstan the ne)t steps in the
#esson p#an* ecima#s an percenta(es%
Learners will be able to#
co(nitive+
R , -p -n . /0
ph$sica#
eve#opment
socio+
emotiona#
1enti"$ proper "ractions& improper "ractions& an mi)e numbers R
/onvert mi)e "ractions to improper "ractions an vise versa ,
.)p#ain "raction concepts verba##$
/reate moe#s/raw pictures to represent "ractions
/
/
Common Core standards $or %LCEs if not available in Common Core& addressed#
.)p#ain wh$ a "raction a/b is e2uiva#ent to a "raction 3n 4 a5/3n 4 b5 b$ usin( visua# "raction moe#s& with attention to how
the number an si6e o" the parts i""er even thou(h the two "ractions themse#ves are the same si6e% ,se this princip#e to
reco(ni6e an (enerate e2uiva#ent "ractions%
,nerstan aition an subtraction o" "ractions as joinin( an separatin( parts re"errin( to the same who#e%
Decompose a "raction into a sum o" "ractions with the same enominator in more than one wa$& recorin( each
ecomposition b$ an e2uation% 7usti"$ ecompositions& e%(%& b$ usin( a visua# "raction moe#% Examples: 3/8 = 1/8 + 1/8 +
1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8%
So#ve wor prob#ems invo#vin( mu#tip#ication o" a "raction b$ a who#e number& e%(%& b$ usin( visua# "raction moe#s an
e2uations to represent the prob#em% For example, if each person at a party will eat 3/8 of a pon! of roast beef, an! there
will be " people at the party, how many pon!s of roast beef will be nee!e!# $etween what two whole nmbers !oes yor
answer lie#
38ote# Write as man$ as neee% 1nicate ta)onom$ #eve#s an connections to app#icab#e nationa# or state stanars% 1" an objective app#ies to particu#ar #earners
write the name3s5 o" the #earner3s5 to whom it app#ies%5
0remember& unerstan& app#$& ana#$6e& eva#uate& create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Stuents nee to know basic ski##s to e)p#ain an unerstan "raction prob#ems simi#ar to the ones the$
tack#e be"ore sprin( break
Outline assessment
activities
3app#icab#e to this #esson5
%re&assessment 'for learnin():
Formati*e 'for learnin():
Formati*e 'as learnin():
+t!ents will play ,eopar!y o*er fraction concepts they ha*e learne! an! ha*e been teste! o*er
+mmati*e 'of learnin(5*
Stuents wi## te## me what "raction amount each team (ot% This wi## be worth e)tra creit%
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
9rovie options "or perception+
ma-in( information perceptible
9rovie options "or ph$sica# action+
increase options for interaction
. will ha*e st!ents split p into
two teams/ . will as- 0rs/ 1a!ec-i
to help me ma-e two teams that will
be fair/ 2hen st!ents will en(a(e
in answerin( fraction facts,
fi(rin( ot story problems, an!
re*iewin( ol! concepts/
9rovie options "or recruitin(
interest+ choice, rele*ance, *ale,
athenticity, minimi3e threats
1 wi## encoura(e stuents to show
me how the$ came up with an
answer b$ wa$ o" wors& s$mbo#s&
or moe#s% :ne wa$ ma$ be easier
"or kis to e)p#ain than another%
1+1;+1<
9rovie options "or #an(ua(e&
mathematica# e)pressions& an
s$mbo#s+ clarify 4 connect
lan(a(e
1 wi## tr$ m$ best to write c#ear
an consistent 2uestions an
answers% -#so& 1 wi## rea them
out #ou "or a## stuents to hear
them verba##$ as we## as bein(
ab#e to rea them%
9rovie options "or e)pression an
communication+ increase me!im
of expression
9rovie options "or sustainin( e""ort
an persistence+ optimi3e
challen(e, collaboration, mastery&
oriente! fee!bac-
There wi## be var$in( i""icu#t$
in prob#ems% So stuents that are
more con"ient an want a
cha##en(e can choose prob#ems
that are worth more points%
9rovie options "or comprehension+
acti*ate, apply 4 hi(hli(ht
1 wi## (ive stuents a hint i"
their answers are a bit o""%
There"ore& the$ can attempt the
prob#em a(ain with some
reirection%
9rovie options "or e)ecutive
"unctions+ coor!inate short 4 lon(
term (oals, monitor pro(ress, an!
mo!ify strate(ies
The #on(+term (oa# is "or them
to review "ractions an "ee#
con"ient usin( them as base
know#e(e "or ecima#s an
percenta(es%
9rovie options "or se#"+re(u#ation+
expectations, personal s-ills an!
strate(ies, self&assessment 4
reflection
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
Stuents wi## nee scratch paper an penci#s that are avai#ab#e in their esks or in the c#assroom in
(enera#%
How will (our classroom
be set u! for tis lesson"
1" possib#e the esks in the c#assroom wi## be sp#it in ha#"& there"ore about 1= wi## be on one sie o" the
c#assroom an 1= wi## be on the other sie%
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
/otivation
3openin(/
introuction/
en(a(ement5
1 wi## sa$ somethin( #ike& >?ow man$ o" $ou have
watche 7eopar$ be"ore@ We are (oin( to p#a$
7eopar$ toa$% This is how we wi## review our
"ractions% The more com"ortab#e $ou are with
"ractions& the easier it wi## be to unerstan
ecima#s an percenta(es which we wi## be ta#kin(
about another a$%A
Stuents wi## be separate into two (roups% Desks
wi## be move to create a #ine own the mi#e o"
the c#assroom%
Stuents wi## take out their math journa#s an
penci#s out "rom esk%
6 min
3evelo!ment
3the #ar(est
component or
main bo$ o"
the #esson5
1 wi## e)p#ain how the 7eopar$ we are p#a$in(
toa$ wi## be a #itt#e i""erent "rom what the$ ma$
have seen or p#a$e be"ore%
>When a team (ets an answer ri(ht& instea o" them
pickin( another 2uestion the ne)t team wi## pick a
2uestion to answer% 1" a team answers a 2uestion
wron(& the other team ma$ tr$ to answer it when 1
sa$% A
Stuents wi## come up with team names%
:ne team wi## pick a 2uestion to answer% Stuents
wi## have to e)p#ain or show me how the$ came to
their answer& not just te## me what the answer is%
9erhaps 1 wi## make e)p#ainin( worth 1BB points
more so that stuents take is serious#$%
7 min
8 min
1+1;+1<
Some 2uestions 1 wi## ask them to answer an
e)p#ain wi## be*
>What is a mi)e "raction@ Show an e)amp#e%A
>What is an improper "raction@ Show an e)amp#e%A
>What is a proper "raction@ Show an e)amp#e%A
>What is an e2uiva#ent "raction@ There are two
wa$s to make a "raction e2uiva#ent& what are
the$@A
>Fractions have to have the same !!!!!!!!!
3what@5 to be ae or subtracte@A
>Show me how $ou wou# raw the "raction
!!!!!!! b$ wa$ o" a number #ine or picture%A
Then the ne)t team wi## pick a 2uestion to answer%
This wi## continue "or the remainer o" the review
(ame%
76
min
6 min
Closure
3conc#usion&
cu#mination&
wrap+up5
:nce a## twent$+"ive 2uestions are answere& 1 wi##
te## them what a superb job each team i%
Stuents wi## put their journa#s an penci#s awa$%
Stuents wi## answer what "raction worth their team
(ot o" the points%
9our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 3Write this a"ter teachin( the #esson& i" $ou ha a chance to teach it% 1" $ou i not teach this #esson& "ocus on the
process o" preparin( the #esson%5
A majorit( of te students were engaged in m( fractions jeo!ard( lesson. 2ere were onl( a few :itci*ers; according to
Professor <joerdsma and m(self. I made it a rule tat tree students must !rove to me teir answer was correct in order for
teir team to receive !oints for a )uestion. '( te end of te game- almost te entire team was e.citedl( sowing teir
answers to me. 2e students onl( got loud and out of control a andful of times but were relativel( eas( to !ull bac* into te
game. I canged te conclusion activit( a cou!le ours before teacing te lesson and forgot to solve te !roblem m(self first.
2is created a !anic for me and it distracted me from being able to !a( attention wic team told me te correct answer
first. 2is was a el!ful teacing e.!erience. At te end of lesson- students filled out an inde. card on wat te( would ave
canged about te lesson. About a tird to alf of te students wised tat te )uestions would ave been arder. 2is
sowed me tat te( were engaged and reall( learned teir material. +it ow well te( *now fractions- tis will be a great
basis for learning decimals and !ercentages.
1+1;+1<