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
Pages
9
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:
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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.
Guided Practice:
Activity Description/Teacher
Student Actions
●
The teacher will give the students another word problem to solve on their dry erase board. The teacher will
write out the word problem on a whiteboard posted on the smartboard
camera for the students to reference and use to create their equation. The problem is “Kenny has 3/4 pepperoni pizza left. He also has 2/3 cheese pizza
left. How much pizza does he have left
in all?”
●
The teacher will call to notice the numbers for the word problem. The teacher will then instruct the students
to solve the word problem in their small groups. ●
The teacher will walk around the classroom to formatively assess the students in their small groups. The teacher will ask the students which words in the problem represents the fractions. The teacher will ask the students how they will write out the equation, and what number they have
chosen as their least common denominator, or LCD. The teacher will
also ask the students to explain their reasoning. ●
The students will get out their materials such as the dry erase place value chart and dry erase marker to begin their guided practice.
●
The students will discuss the word problem and their answers with their peers. They will explain the process of how they solved the equation. They will use a “fist-to-five” hand signal to let the teacher know of their understanding.
Independent Student Practice:
Activity Description/Teacher
Student Actions
●
The teacher will instruct the students to log onto Seesaw to begin their math assignment. ●
The teacher will read the detailed instructions for the students. The teacher will explain that there are two
word problems that the students ●
The students will complete three math problems on their Seesaw assignment
need to evaluate and create the equation, then solve the equation by finding the least common denominator. independently. (See copy of assignment below in summative assessment section)
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
●
Upon showing the teacher that everyone has completed their assignment, the teacher will hand out a quick exit ticket for the students to complete. The teacher will use the results of this exit ticket along with the summative assessment to identify
students that are struggling with this concept and plan for reteaching with differentiation. ●
The students will complete a one question
exit ticket to show their understanding of the lesson (example shown below in the formative assessment box). Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Since there are no gifted and talented students in this classroom, this is not applicable to this lesson. However, if there were gifted and talented students in this class, the teacher would have the students serve as peer support for their fellow group members. The teacher would give them questions to challenge them such as the addition of a mixed number and a fraction. The teacher will be monitoring their progress by walking around the listening to check for understanding.
Another challenge for the gifted and talented students is to have them record themselves explaining how they solved one of the word problems on their seesaw step by step. They will need to explain why they did that step and explain their thinking. EL:
For ESOL students, the students will use a manipulative in the form of a multiplication chart to help solve the equations in the course of this lesson. The students will be able to find the least common denominator on the chart and use their finger to move down the column to find the multiple. This hands-on manipulative is a tactile way for ESOL students to understand math concepts. Students with Other Special Needs:
For students with other special needs, the teacher will include oral instructions that are replayable for the Seesaw task instead of only written instructions. Additionally, the students will be given a multiplication chart as a manipulative to help them during the course of this lesson.
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Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
To formatively assess the students during the lesson, the teacher will use a variety of methods. Throughout the presentation for new procedures portion of the lesson, the teacher will use a “fist to five” assessment method to check for understanding. The students will put up five fingers if they understand, 3 fingers if they are confused about a specific part of the lesson, and a fist if they don’t understand at all. For the formative assessment, the teacher will walk around to each group of students during the guided practice to listen to quality discussion.
The teacher will see if the students are: -
discussing the problem with their peers
-
explaining how they solved the equation
-
comparing answers with their peers
-
To perform a check for understanding and to help the discussion, the teacher will ask questions such as :
-
How did you solve the equation?
-
Can you show me how you found the least common denominator?
The teacher will adjust their questions depending on the student to aid understanding. There will be one problem related to the lesson that the students will have to complete before they are allowed to complete the lesson. This way, the teacher can look at the results of the exit ticket and the Seesaw summative assessment and see if the lesson needs to be reviewed with differentiation.
Summative
(Quizzes, Tests, products) For the summative assessment, the students will complete two addition problems that will require the use of finding the least common denominator to be able to add the fractions together. The students will need to read the word problem to write the equation and solve the problem. They will complete this activity with 80% accuracy. They will submit this assessment on SeeSaw.
References:
Georgia Department of Education. 2016. Georgia Standards of Excellence: Mathematics.
Web. Retrieved from: https://www.georgiastandards.org/Georgia-Standards/Documents/Grade-K-5-Mathematics-
Standards.pdf
.
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