Elementary fractions batiste sample
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MedQuest College *
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201
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Mathematics
Date
Feb 20, 2024
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docx
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Uploaded by hobbsjada
Modified KTIP Task A-2 lesson plan for MAOL 532 Dr. Batiste Component I: Classroom Teaching Task A-2: Lesson Plan
Teacher Candidate Name:
Monica Batiste Date: 3/17/14 # of Students: Age/Grade Level: 4th Content Area:
math Lesson Title:
Benchmark #s 0,1/2, 1 working with fractions
Respond to the following items: a)
Identify effective mathematical questions you want to ensure students will address in this lesson. What do you notice about the size of your fraction pieces? Can you see a pattern in the size of your fraction pieces and the number of the denominator? What do you notice about all the fractions that are close to 0? To 1? Can you explain why you placed your fraction in this position on the number line? b)
Connect the objectives to the Kentucky Core Academic Standards/Common Core Math Standards. 4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model. c)
Using the above objectives combined with your essential questions write a student friendly “I Can” statement that will be displayed for students when you
teach this lesson. I Can compare fractions to 0, ½ and 1 using models.
d)
Describe group and individual formative assessment(s) for this lesson and how each assessment will be graded (rubrics can be attached below the procedure section). Small group assessment- CLOSE TO ZERO ( see attachment)
Individual assessment- DO NOW ( see attachment)
d.) Indicate the number of students(no names) in each category below and briefly describe the needs of students in the categories noted: # ESL: # with IEPs: # with 504 modifications: #Title I: #Gifted: # Other: NO NUMBERS GO HERE Description of needs for above students: ESL students and those with IEP’s and 504 plans who struggle during the number line and close to 0 game will be given fractions strips that are not cut into pieces and have labels. They will be guided by one of the teachers to compare their fraction pieces to the matching fraction strip to help them visualize the part to whole relationship of the fraction pieces. Then they will be guided to compare the pieces and matching strip to a whole strip so the student can visualize the size of the fraction piece in relation to 0,1/2, and 1. Lesson Objectives/ Learning Targets Assessment
Instructional Strategy/Activity Objective/target:
I can compare fractions to 0,1/2, and 1 using models. Assessment description:
number lines with
activity guide Strategy/Activity:
have students make an accurate model of a number line with fractions including the denominators of 5
th
, 6
th
, 8
th
, 10
th
, and 12
th
. As students make the number lines they will complete the chart and questions on their
Assessment Accommodations:
guided instruction from a teacher, fraction strips with labels to compare fraction pieces with. activity guides. Activity Adaptations: yarn will be precut, index cards will be labeled and grouped according to denominator, fraction pieces will be cut and placed in ziplock bags, Media/technologies/resources: book, document camera,
approximately 6ft length of yarn, clothespins, 3 4x6 index cards labeled with 0,1/2, and 1. 3x5 index cards labeled with fractions 1/5, 2/5…….12/12, fraction models for each group. teacher created activity guides for each student. Objective/target:
I can compare fractions to 0,1/2, and 1 using models. Assessment description:
Close to 0 handout Assessment Accommodations:
guided instruction from a teacher, fraction strips with labels to compare fraction pieces with. Strategy/Activity:
students will work in pairs, each will roll dice and then create a fraction as close to zero as possible. The player with the fraction that is closest to zero gets a point. 5 rounds then total to see who wins. Students will then insert <,>,= between created fractions. Activity Adaptations:
game materials will be provided after students have completed guided activity handout. Media/technologies/resources: Close to zero handout, dice, fraction models Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives using the 5E sections below. Remember to keep the procedure section focused on what the student will do so that your lesson plan will be a problem based/discovery lesson. ENGAGEMENT This is where you explain how you are going to use the literature book The teacher will read Working With Fractions
by David Adler. Students will have a class discussion and answer teacher questions about pages 9-12 which focus on comparing fractions. EXPLORATION THIS IS Where YOU present the PROBLEM Label and ATTACH it below The group problem is attached below. Students will work in small groups to make a number line using the benchmark numbers 0, ½, 1. The students will use fraction pieces to model fractions written on index cards and then accurately place them on the number lines to show the relationship between the fraction and the benchmark numbers. Students may opt to use an alternative method rather than using the fraction pieces. As students complete the number line for each group of fractions starting with 5ths (1/5, 2/5,3/5,4/5,5/5) they will complete a chart on their activity guide to document which fractions are close to 0, which fractions are close to or equal to ½ and which fractions are close to or equal to 1. The students will repeat the process using 6ths, 8ths, 10ths and 12ths. The students will answer questions on the activity guides about their completed charts to help identify patterns about fractions that are close to zero and fractions that are close to 1. EXPLANATION This is where you further explain what students will do to solve the problem
Students will share their number lines with the teacher and explain why they placed the index cards on their number lines as they did. Some groups will be asked to share their number lines to the whole class. Students will share patterns they noticed about from their completed charts from their activity guides. EXTEND/ELABORATE Explain the group assessment :Label and attach below
Students will work in partners to play Close to 0. Each student will roll a pair of dice. They will create a fraction from the numbers rolled and place them so that it will be as small a fraction as possible. After both students have rolled their dice and created their fractions, they will compare them to see whose fraction is closest to 0. The students with the fraction closest to 0 will get a point. Each pair will complete 5 rounds for the game. Once students have completed their games, they will use <,>, or = to write a numerical comparison for each of their rounds. EVALUATE Explain the individual assessment Label and attach below
The student will view a chart of fraction strips without labels and answer essential questions about the strips. Students will turn in answers to essential questions as exit slip. Name _______________________ group # _____________________ date ____________________ YOUR TASK IS TO CREATE AN ACCURATE MODEL OF A NUMBER LINE THAT INCLUDES 5THS, 6THS, 8THS, 10THS AND 12THS.
1.
Place the number cards with 0, ½ , and 1 on your yarn with clothespins to make a number line. Leave space between each of the numbers so that you can add the fraction cards to the number line. 2.
Find the stack of fraction cards that are 5ths. Use your fraction pieces in the ziplock bag to model each fraction card and then decide where the card should be placed on the number line. When you have placed
all your cards on the number line raise your hand. 3.
Fill in the chart below to show which fraction cards you placed close to 0, which cards you placed close to ½ and which cards you placed close to 1. Then repeat step 2 using your other fraction cards. Fractions close to 0 Fractions close to 1/2 Fractions close to 1 5ths
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6ths 8ths 10ths
12ths
4.
What is alike about all the fractions that are close to 0? 5.
What is alike about all the fractions that are close to 1? 6.
Do you see any other patterns in your chart? Please explain what you see.
Close to Zero Player 1 Name ________________________ Player 2 Name ____________________________ You will work with a partner to create fractions that are as small as possible. Decide who is player 1 and who is player 2. Player 1 will roll the dice and write a fraction from the numbers that is as small as you can make. Player 2 will roll the dice and write a fraction from the numbers that is as small as you can make. Compare your two fractions and see whose fraction is closest to zero. The player with the smallest fraction gets a point. Roun
d Player 1 Player 2 Point 1 2 3 4
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