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Vous êtes sur la page 1sur 8

Date: N/A

Subject: Math

Grade Level: 5th Grade

Teacher: Monley Wu

Co-Teacher: N/A

Students will engage in:

independent activities

Cooperative learning

peer tutoring

visuals

simulations

other ____________

pairing

hands-on

whole group instruction

technology integration

project

lecture

centers

Disability: Autism Spectrum Disorders

Accommodations/Mods:

Use wheels and gears instead of pizza. (Or

somehow include simple machines into the

lesson)

Use manipulatives

Verbal Discussions

Please see below for a more detailed plan of

accommodations and modifications for

Ashley.

SWD 2 Maria Colon

Disability: Speech and Language Disorder

Accommodations/Mods:

Providing a checklist

Provide a vocabulary sheet with picture

example

Reading aloud directions

Manipulatives

Please see below for a more detailed plan of

accommodations and modifications for

Ashley.

NY Core Standards: CCSS.Math.Content.5.NF.A.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. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Objectives: Content Objectives: Fifth grade students of all different levels will be able to add fractions with unlike

denominators with little to no error.

Language Objectives: Fifth grade students will be able to understand and use "the sum of" and lowest common denominator

during discussions through visual support.

IEP Goals/objectives:

Fifth grade students with disabilities will be able to add fractions with unlike denominators with little to no error while given

support through various methods.

Ashley will be able to add fractions with unlike denominators through verbal discussions. (Teacher goal: Have Ashley try to

show her work on paper.)

Maria will be able to add fractions with unlike denominators with various supports.

Procedures Followed:

Key

Words/Phrases

or Materials

Needed:

Co-Teaching Method

General Educator

Special Educator

SMART

This part should be based on how the

Board

Parallel

1 Teach, 1 Support

students are doing.

Fraction tiles

Station

Alternative

Fraction

1 Teach, 1 Observe

Team

It should first start off with one teacher

Rhyme on

teaching and one teacher observing and

chart paper

collecting purposeful data. The co-teacher

Fraction card

can hold a list with the students names and

deck

the co-teacher and check off when a student

Exit slip

demonstrates understanding of the problems

Two paper

presented. (Students will be working on the

plates per

whiteboard, so data will be collected from

student

student work on the whiteboard.) The data

Worksheet

will be taken from the students answers

(attached)

during the we do. Once data has been

collected, the teachers should break into

alternative teaching where the special

educator will take a small number of students

for intense instruction while the general

education teacher will continue to teach the

rest of the students.

Students who are working with the special

education teacher will be students with

disabilities and also the students who are

struggling to another area in the room and

provide more scaffolding and support. The

co-teacher will be teacher the same material.

The second model that may be used is

parallel teaching. The general education can

take the half of the class that is higher level

and provide content (i.e. numbers) that are

more challenging while the special education

lower level and provide more scaffolding and

support. The same material will be

presenting to the students.

Opening

Include

behavioral

expectations

Attention

Cue Signal

Review

The whole lesson will be presented on the SMART Board, even the pictures

show in this lesson.

Who here loves pizza?

Before we begin lets review the rules when we are at the meeting area.

Ask students for meeting area expectations. Remind them that it is on a

chart.

To assess students' prior knowledge, the teacher will review what a fraction

is and the components of a fraction (numerator and denominator) with the

whole class.

Continuing to work with the whole class, the teacher will then review how

to add fractions with common denominators. In the first problem, the class

will review how to model addition with fraction tiles. Write 2/6 + 3/6 on the

board. How many fraction tiles do you need to show 2/6? 2. How many do

you need to show 3/6 ? 3. Have students place fraction tiles for 3/6 next to

fraction tiles for 2/6. How many sixth fraction tiles show the sum of 2/6 +

3/6? 5. What is the sum of 2/6 + 3/6? . In the second problem, the

class will solve another addition fraction problem with common

denominators without the fraction tiles.

Body

Preview

Fractions are necessary in every day life because everything does not fit into

a perfectly defined number. Such tasks as cooking, building, sewing and

manufacturing use fractions for measurements that potentially change the

outcome of the product.

I do

The teacher will present the lesson by explaining that there are 3 simple

steps to add fractions:

Step 1. Make sure the bottom numbers (denominators) are the same. If the

denominators are not the same, use the lowest common denominator

strategy. Multiply the denominators together, ex. + (3 x 6 =18). Then

multiply the numerator by the same number the denominator was multiplied

by.

Step 2. Add the top numbers (the numerators), put the answer over the

denominator.

Step 3. Simplify the fraction (if needed).

Present the students with a simple problem: + .

Step 1: The bottom numbers are different. See how the slices are different

sizes?

CANT add them like that.

The number 6 is twice as big as 3, so to make the bottom numbers the

same we can multiply the top and bottom of the first fraction by 2, like this:

same amount,

to keep the

value of the

fraction the

same.

bottom number (6), and our question

looks like this:

Step 2: Add the top numbers and put them over the same denominator:

After presenting the first problem, the teacher will display this rhyme on

chart paper. The teacher will read the rhyme first, then class will read it

together.

A Rhyme to Help Students Remember:

If adding or subtracting is your aim,

The bottom numbers must be the same!

Change the bottom using multiply or divide,

But the same to the top must be applied,

And dont forget to simplify,

Before its time to say good-bye.

Then to provide even more support, the teacher will play a video from

Brainpop. Brainpop Video

We do

After the rhyme and the video, the teacher will present two more addition

fraction problems. On the first of the two problems, the students will solve

the problem with teachers guidance. On the second problem the students

will solve the problem with minimal to no teacher guidance. This is all done

independently.

This is when the co-teacher who is observe should observe how all students

are doing. He/she will be collecting data based on student answers and

working method. If the co-teacher feels and sees that a student is struggling,

the students will be placed into a smaller group where more scaffold and

support can be provided.

You do

*Provide

immediate

(Students who did well on the unit pre-assessment may work

independently.) Each pair of students will draw 6 cards from the fraction

card deck and create their own addition problems using two cards. They

will solve the addition problems using the three steps strategy. The steps

will be placed on the SMART Board. Some students will receive then a

checklist to follow the steps.

2. Show or tell the student the correct response.

corrective

feedback

for incorrect

responses.

Closing

3. Repeat the original cue or question and provide assistance if needed, as the student gives the correct

response. If students give an incorrect response, repeat steps 1-3.

4. Praise the students for correct responses.

Sources: Discrete trial error correction, Cindy Myers, SLC SD; Error correction cycle, Utah Running Start

Review

Evaluation:

The teacher will hand out an exit slip with the following problem:

You are going to make and sell cupcakes:

A friend can supply the ingredients, if you give him 3/7 of the sales.

And a market stand costs 2/8 of the sales.

How much is that altogether?

This section will be done independently. It will be used as an assessment to

show whether the students have an understanding.

Preview

Independent

Work

Students will be able to apply the skills learned in this lesson to subtracting

fractions with unlike denominators. This will be a future lesson. So in order

for the class to move to this future lesson, they must have an understanding

of adding fractions with unlike denominators.

Expansion:

Questions:

What fraction is equivalent to ? Explain how you know.

What fraction is equivalent to ? Explain how you know.

For homework, students will use two paper plates. They will draw lines to

divide one plate into fourths and the other into eighths. Have students cut out

the plates to join of one plate and of the other.

Question: Describe what you see. How many eighths are in ? (Answer: 2)

Question: How can you find + ? Explain. (Possible Answer: Draw a line

through the part to show it in eighths; 2/8. Then count the number of

eighths; 5. So the sum is .)

How will you change your lesson to accommodate the needs of students with disabilities? Below are examples of what can be

done with Ashley and Maria in this lesson. Obviously not everything can be used in one lesson. Both teachers will need to think

of what is best situated for the two students depending on the lessons. (The ones in bold are the ones that can be utilized in this

lesson,)

Student Name

Disability

Accommodations/Modifications (with the Special Education teacher)

Ashley Williams Autism

If there is a change in the schedule, you must let Ashley know ASAP.

Spectrum

In her IEP, it states that she is very interested with simple machines, which

Disorder

includes wheels, gears, and pulleys in particular. So when the teacher uses

examples, she can refer to them as wheels or gears to incite interest in Ashley.

Maria Colon

Speech and

Language

Disorder

Since Ashley does not like worksheets, perhaps there can be pictures of wheels or

gears for her to grab her attention. If not perhaps the teacher can print out the

pictures of gears or wheels and have her cut them up into pieces. This way she

can actually utilize the pictures of the gears and wheels.

She should work independently since she does not like to work with other

students.

Since she doesnt show her work, maybe Ashley can verbally explain herself or

use the pictures of the gears/wheels to show it. Then perhaps after she records

her answers, she can listen to herself and put her answer on paper. Or the

teachers can give her choices on how she would like to show her work.

Ashley will be provided with manipulatives to support their learning.

Since Ashley has poor writing, the teacher can provide technology for her to type out

answers when explaining her thoughts.

Since Maria has difficulty processing and understanding directions, she should

be provided with a list of the steps required to add fractions with unlike

denominators. Also, on the list with the steps to adding fractions with unlike

denominators should have picture support (visual).

Provide a vocabulary sheet with picture examples. Time can be given in the

lesson to review the vocabulary (Language Objectives).

Maria will be provided with manipulatives to support their learning.

With the vocabulary words, the teacher can translate the words into Spanish.

This way Maria may have a better understanding of what the math vocabulary

words mean.

Read aloud the directions to Maria.

How will you increase Opportunities to Respond: During the time at the meeting area, students will be able to respond through

participation of discussions. There will be turn and talks where students can converse and share their answers and explain their

process. Teachers can pick a popsicle stick out of a cup with student names on it to incite participation. Teacher can use the

response cards for a quick assessment.

Data Collection Procedure: Participation, discussion, worksheet from the students working in pairs, the exit slip at the end of

class, and the end-of-the-unit assessment.

Baseline/Monitor Assessment Data:

Data will be used for grouping. Data will also be used to see what areas the students need to focus on the most.

Reflection - after lesson taught

Student Performance

Teacher Effectiveness

N/A

N/A

N/A

*Please note that in the video I did show my student the slides on the computer. However she was the only student. If I had a group, the

SMARTBoard would definitely have been used.

Name _____________________________________

Date__________________

Directions: Draw 8 cards from the fraction card deck and create your own addition problems

using two cards for each section. Then solve the addition problems using the three steps

strategy.

Step 1

Step 2

Step 3

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