BNM2 Task 4 Lesson Plan

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School

Western Governors University *

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Course

BNM2

Subject

Mathematics

Date

May 30, 2024

Type

docx

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Uploaded by DeaconDanger14404

Direct Instruction Lesson Plan General Information Lesson Title: Least Common Denominator Subject(s): Mathematics Grade/Level/Setting: The math lesson will take place in a 4th grade general education classroom. The class is comprised of 22 students, 5 of which are English Language Learners, and 3 that are below grade level. The students are split into six heterogeneous cooperative learning groups. Four of the tables have groups of four students, and two of the tables have groups of three students. Prerequisite Skills/Prior Knowledge: What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson? The students will know:  how to identify a numerator and a denominator  How to add and subtract fractions  How to use a multiplication chart  How to use Seesaw to record their response Standards and Objectives State/National Academic Standard(s): CCSS.MATH.CONTENT.5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (Common Core Standards, 2021). Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion). Given a Seesaw assignment, the students will be able to find the least common denominator of two fractions and find the sum with 80% accuracy. Materials Technology What materials will the teacher and the students need in order to complete the lesson? How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.)

Fraction Rods Dry Erase Place Board Dry Erase Marker Exit Ticket Chromebooks The students will be using their Seesaw internet application on their Chromebook to complete their assignments. The students will be more engaged with this form of assessment completion as there are many creative tools to help them solve the problems, such as clip art base ten blocks that they can drag and drop onto the place value chart. The teacher can also receive the results of the student’s work immediately and can make notes to address later. Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): The content and language focus of the learning task represented by the active verbs within the learning outcomes. The teacher will explain how to use fraction rods to find equivalent fractions and how to find the least common denominator to add together fractions with unlike denominators. The students will explain in detail the strategies used with the manipulatives to find the sum. Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline. The students will use the following vocabulary words: addition total numerator denominator multiply equivalent sum least common denominator The teacher and the students will discuss the definition of these vocabulary words in the Presentation Procedures for New Information/Modeling section of the lesson. The students will use these terms in

their explanations of their answers during the Guided Practice. Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables). The teacher will utilize oral language to directly instruct the students on how to find the least common denominator to add together two fractions with unlike denominators. The students will utilize oral language to explain their reasoning behind solving the equations during the guided practice section. The students will work in cooperative learning groups to discuss how to solve the equation. The teacher will be monitoring student progress formatively by walking around the classroom. Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines. The teacher will utilize two planned learning supports such as cooperative learning groups and CRA method, or the concrete-representational-abstract method. The students will work in small groups to maximize learning during the guided practice section of this lesson. Working with peers provides academic supports and creates more opportunities to practice language skills. The students will have a discussion on the strategies used in solving the equations and compare the answers they got. Additionally, the teacher will use the CRA method to help the students scaffold the students thinking during the duration of the lesson. The visual manipulatives will help the students build connections between the concrete materials and the mathematical equations. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions ● The teacher will start with an interactive activity by having the students come up to the smartboard to match a pizza visual to the fraction it represents. ● The teacher will go over the difference between a numerator and a denominator to the students to begin the lesson. ● The students will raise their hands to volunteer their age for the opening activity. The students will drag and drop the pizza visual to the matching fraction. They will explain their reasoning as they made their choice. Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions ● The teacher will start to perform a think aloud for the students by reading the following problem: “Katie has 1/2 of a pepperoni pizza left, and 2/4 of a cheese pizza left. How much pizza does she have all together?”, or what is happening in the problem. The teacher will circle and identify words such as in all and ask the students what they think those words mean in terms of the equation. The teacher will then explain in all means total. To begin the CRA methods process, the teacher will use fraction rods to represent the pizza slices. The teacher will show the students how to select the correct fraction rods based on the denominator and ask what they predict will happen when they compare 1/2 and 2/4. The teacher will show the students how to compare them to the one whole rod to find the answer. ● The teacher will then perform the equation on a dry erase board which is the representational portion of the CRA method. The teacher will explain how the fractions are just like the fraction rods and we need to find out how to make the bottom numbers (or denominators) equal so we can add them together. The teacher will explain that we need to find the least common denominator. The teacher will show step by step how we multiply the top and the bottom of the fraction to create fractions with equivalent denominator. When we have equivalent denominators, we can add the fractions together. The teacher will show how to check her answer using a visual to ensure that the answer is correct. ● The students will raise their hands to tell the teacher what numbers they recognize in the word problem. The students will identify the definitions of the math terms in the word problem. ● The students will practice using the fraction rods to add them together to find the answer.

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