D185 Task 3 Ab
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School
Walden University *
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Course
2001C
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
5
Uploaded by ColonelIce3453
D185 Task 3
Leveraging Digital Tools to Design Authentic Learning
Digital Tool Lesson Plan
The math lesson is about fractions @ the 3rd grade level. The Missouri Learning Standard 4. AB.F.a and 4.AB.F.b is the standard that will be followed to address the comprehension of frac-
tions. A fraction can be used to represent a portion of the whole, when the whole is partitioned equally. The quantity formed by one part when a whole is partitioned into equal part is a unit fraction. 4.AB.F.a
Decipher and recognize the numerator as the number of pieces being observed and considered.
Decipher and recognize the denominator as the number of pieces that make a whole. 4.AB.F.b
(Missouri Department of Elementary and Secondary Education, 2019)
Materials
Chromebook, dry erase board, dry erase marker, pencil
Objectives
The goal is that the students will learn and master the part/whole relationship in fractions and that the students will be able to decipher and demonstrate what numerator and denominator of a fraction are.
Essential Question
What is a numerator and denominator in a fraction?
Learning Activities
There will independent work from students using their Chromebook and Google Slides. There will also be direct instruction from the teacher about part/whole relationships, numerator, denom-
inator, fractions and teamwork with dry erase boards.
Lesson: Direct Instruction (I do)
In the beginning of the lesson, I will let the students know what I expect from them at the end of the lessons so I introduce the lessons aims and goals. I will demonstrate through direct instruc-
tion several visuals of real-life practical examples of fractions and how it impacts our daily lives.
For example, in food with pizza and at work with dividing up tasks, fractions can be used. I will use this type of examples if a family likes chicken on their pizza, and another friends likes pep-
peroni and your dad wants sausage, one would need to know how to use fractions on the pizza to get what you want. Furthermore, I will also divide a pizza in halves, quarters and eights so I can help them understand the part/whole relationships of the whole fraction. Next, I will go and ex-
plain to them what the numerator means, (part or piece of fraction) on the top of the fraction and what the denominator (total or whole amount) means on the bottom of the fractions. The Google
slides prevention of the visual images will also help further explain real-life examples like this.
The guided instruction (we do) will demonstrated as a scenario where we are printing to bake cookies in the classroom and I will print the students with a scenario of another student at the bakery. There are 8 circles in the cookie tray and I will provide them paper to draw 8 circles to show the cookies and sprinkles are only 4 of the cookies and 4 with icing. As a result, we will demonstrate how to show the 4 icing cookies and sprinkles on 4 of the cookies in a fraction with numbers in the numerator and in the denominator.
In collaborative learning or “you do together”, I will break the students into groups of 3 or 4 stu-
dents to discuss how the decipher the next scenario by drawing the problem and displaying it
with a fraction. Then, I will have each group show to the rest of the class their respective sce-
nario, the results of it and how they derived the results.
Independent Learning (You do alone): The students will perform independent learning by using their Chromebooks and accessing the Google slides activity from the Canvas assignment that I created. The student will complete the activities on each slide after they make a copy of the slides. The students would have completed this assignment like the previous scenarios, with the exception of the problems being different. As a result, the student will be able to capture the essence of parallel learning in this fashion.
Assessment
The lessons will follow a formative assessment. The students will create their own real-life sce-
nario and a fraction that demonstrates their scenario on the last slide of the activity. I will review
all the Google Slides that the students have created as they share will the class and will assess how well the students were able to comprehend fractions as a whole.
Essential Question
The students will use the digital tool of Google Slides as a guide to respond to essential questions
of deciphering the numerator an denominator in a fraction, thereby maximizing the genuine learning experience. Moreover, there is a gradient of levels of interest, readiness and ability lev-
els of multiple graphic representations of fractions that serve as varying options for the student to
choose from. They can also demonstrate the different multiple ways of arriving at their answers. For instance, the students have a choice of typing the responses directly in the blanks spaces or they can box in or circle the graphic representations of the fraction on the given multiple choice exams. As a result, there are more chances at maximizing positive outcomes from the integrative
content that the students get to engage in the learning process.
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Active, Deep Learning
In order to allow active and deep learning, the digital tool engages the students achieve positive outcomes by solving problems and communicating effectively. In this lesson, students will learn
how to engage with the teacher and their peers through effective communication and work col-
laboratively with their peers. For instance, the students will interact in the “you do together”seg-
ment with other students by asking and responding to questions while the teacher circles the room checking in on various groups. The students will also be interacting with one other on the various processes they each took on how they arrived at their answers and explain different sce-
narios they’ve encountered. By challenging the students to elaborate on what they learned and then to collaborate on that information with other students demonstrates a ponderous and active learning experience. Furthermore, their communication skills will be augmented by the integral engagement with one another. Next, the students have the capability of solving math problems. Unfortunately, there isn’t any active and deep learning in just in just solving regular math prob-
lems. Its is critical the students solve practical and real-life scenario problems that that will en-
counter in the real world in order for the students to tap into active and deep learning. For in-
stance, the students can use fractions while cooking and measuring sizes when building stuff in and around the house or classroom. They can use this real world example and solve this practi-
cal problems through collaborative learning with their peers in order to tap into deciphering frac-
tions through deep and active learning. As a result, the students can absorb what they learned deeply and actively and feel empowered too creatively solve math problems and think critically as a whole.
Reference
Missouri Department of Elementary and Secondary Education (2019). Missouri Learning Stan-
dards K-5 Mathematics Grade-Level Expectations. p 10. Dese.mo.gov
. Retrieved on December 11, 2023, from https://dese.mo.gov/media/pdf/curr-mls-standards-math-k-5-sboe-