math technology and history lesson plan task 2
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Western Governors University *
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Mathematics
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Jan 9, 2024
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docx
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Uploaded by MegaWrenMaster928
Math Direct Instruction Lesson Plan Template
General Information Lesson Title: Multiplying fractions Subject(s): Math Grade/Level/Setting: 7
Prerequisite Skills/Prior Knowledge:
Students should already know what a fraction is and understand how to reduce fraction. Standards and Objectives State/National Academic Standard(s):
7.NS.A. The Number System: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
Learning Objective(s): Given an IX quiz, students will be able to multiply fractions by multiply numerators then multiplying denominators then
simplifying the results getting 4 out of 4 correct on the quiz. Materials Technology
Ipad
Whiteboard
Whiteboard markers I will use IXl as a group jam session to see where students are in the concept of multiplying fractions. We will also use a gimkit as a fun way to tie the lesson together. 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.
Students will discuss in groups how to multiply fractions. Vocabulary:
Numerator
Denominator
Simplify/reduce Cross reduce 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).
Discourse: Students will discuss with each other the steps for solving multiplying fractions problems. They will justify to each other why they got their answers and support others when they forget a step of make an error. 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.
Students will be using appropriate vocabulary to discuss fractions and the parts of a fraction. Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Students will come in and do a warm up on their whiteboards of reducing fractions. 1.
Reduce 10
15
2.
Reduce 33
99
3.
Reduce 8
20
Students will work with a partner and solve the warm up on their white boards. Discussing with their partner the steps and using correct math vocabulary. Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Guided notes on multiplying fractions. I will have the notes on my ipad and project it to the whiteboard. The notes will have steps and
example problems for students to fill in. The notes included a small review of adding and subtracting fractions as well. They will be Fill in the guided and keep in their notes section of
their binders.
focusing on multiplying fractions the remainder of class. Guided Practice:
Activity Description/Teacher
Student Actions
Group jam on IXL. (a group jam gives all the kids the same question on the main board and
on their ipads. Students answer the question, and I am given how many had it correct or incorrect and what answer choice they put in if they got it incorrect.) Students are given instant feedback on if they are correct or incorrect and it also gives them an explanation. If more than ¾ of the class get the answer incorrect I go over in detail how to
solve the problem. Students will use their ipads to answer questions on a IXL group jam. They will be able to show work
on whiteboards or on their ipad screens using either their finger or apple pencils. If they get the problem incorrect they will evaluate what their mistake was and verify it based on the explanation
they are given from IXL. Independent Student Practice:
Activity Description/Teacher
Student Actions
Small groups- I will pull students aside based on the IXL group jam. My jam session will give me the students who struggled with the group
jam. I will put those students who struggled into a small group with a small group jam. Students will participate in a gimkit. The goal is to have an 80% accuracy or higher on the gimkit. If students do not get an 80% of higher it is suggested that they go to the IXL multiplying
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While I am working on a small group with my struggling learners the other students will be working on a gimkit. My small group students will be able to join the gimkit after working with me. fractions skill in IXL to practice on their own. Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
IXL quiz- The 4-question quiz will be created on IXL based on the same questions that were
in the group jam. When grading teacher will grade the work to evaluate where students are making mistakes. Students will take a 4-question quiz on IXL based on multiplying fractions. Students will be given a paper to show all work then they enter their answers on IXL which will auto grade and show them their results. 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: using mixed numbers as well as just using common fractions.
EL: giving a filled in copy of the guided notes. Using visuals and graphic organizers as well. Students with Other Special Needs: copy of the notes, extra time on assignment, and, they will be pulled into a small group if needed to help support them in their learning. Assessment
Formative
Using gimkit to see how they are doing after the lesson. It shows their accuracy of the problems answered. I let them know they should have an 80% higher or more on the gimkit. Summative
IXL quiz with 4 questions getting 4 out of 4 questions correct. 2. The student-centered math technology that I will be using in this lesson is IXL. IXL is a technology program that adapts to where students are and gives them feedback on responses so they can evaluate where they made mistakes in their initial response. Using it as a class jam allows students to all have the same question and get immediate feedback on their response as well as gives me, the teacher, have data that shows me which students are grasping the concept and which ones are struggling and need extra support. I use IXL to also support my struggling learners by creating a small group and creating a smaller group jam so that they can walk through the question in a small group setting with more one on one support from me as well as the same IXL information. Gimkit is a secondary student-centered technology. Students are in a game like activity that to gain energy they must answer questions based on the topic I choose. It allows students to play a game while incorporating math into the game. B. 1. The technology I use enhances student learning by giving them immediate feedback and giving them explanation of the problem. This allows students to evaluate their mistakes right away and see where they can fix it the next time. It also gives the teacher data on which students are understanding and which need more support on concepts. 2. The technology might limit students learning and understanding because they could just enter an answer and know that it will show them what the correct answer is and not read through the explanation of what is wrong. 4. I can have student explain to me what their mistakes are so that they are able to verbalize their mistakes and how to fix them. Having the student explain it to me will verify that they are looking at their mistakes and fixing them and not just moving on without fixing it. Sources:
(n.d.). Colorado academic standards
. Colorado Department of Education. Retrieved September 26, 2023,
from https://www.cde.state.co.us/sites/default/files/documents/comath/documents/math_7th_grade.
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