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Math LP 2

The document outlines a lesson plan for teaching fractions to elementary school students, including breaking students into pairs to solve fraction problems using manipulatives and assessing student understanding through worksheets, journal entries, self-assessment, and peer assessment while the teacher monitors student progress. The goal is for students to understand common denominators and be able to compare fractions.

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124 views

Math LP 2

The document outlines a lesson plan for teaching fractions to elementary school students, including breaking students into pairs to solve fraction problems using manipulatives and assessing student understanding through worksheets, journal entries, self-assessment, and peer assessment while the teacher monitors student progress. The goal is for students to understand common denominators and be able to compare fractions.

Uploaded by

api-283597214
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School Name: Crandall

Developed by: Brock Leaman


Fraction 2/4

Title:

Grade level: ________________Mathematics______


Universal Design for Learning
Representation

1.1

By using the smart board to display information throughout the class.

3.1 The teacher will lead with questions aimed at activating the students background knowledge. By
working on the handout the students will be drawing from their previous knowledge of multiplication and
division
Action and Expression
5.2
By providing the students with manipulatives to solve fractions.
6.2 The journal entries are key for fostering planning and strategy skills for the students as they must
develop their ideas before hand and then formulate their responses effectively.
Engagement
7.2
Fractions are common in many trades and jobs and will be easy to make relevant for the students
8.3 The problem solving activity which is done in student pairs will help to foster collaboration and
communication for the students.

Outcomes
GCO: Demonstrate an understanding of fractions by using concrete and pictorial representation.
SCO: SWBAT compare fractions with like and unlike denominators
SWBAT (in student friendly terms): compare the denominator (bottom number) of a fraction to others to
determine which are the same and which are different.
Assessment (formative/summative, self/peer)
What prior data is informing your instruction?
Discuss what we learned last day about fractions and denominators.
What assessment strategies will measure the learning from the outcomes?
The students will complete a simple worksheet on multiplication and division. This is not for grades but
it will give the teacher an insight into which students may need to review such skills in order to work
denominators. The students journals will be taken in at the end of class and will serve as a final
assessment.
Summative Assessment GCO, SCO
While the students are working in pairs they will be assessing their partner. The students will be
performing self-assessments through most of the activities. While reading they can gauge their
understanding and comprehension
Peer/Self Assessment
While the pairs are working together this is a good opportunity for the teacher to monitor their activity
and form an assessment.
Formative Assessment
SWBAT reduce fractions to a common denominator and understand the process.
Timeline / Elaboration
Before (APK)

_5_m

Focus Question: What is a denominator?


During

45 m

Step 1
5m
Give students a handout with a series of simple multiplication and division (not fractions yet). Make sure
the students know that this is not for marks but simply to assess their skills required to deal with
denominators. These answers will be shown on the smart board to allow the students to mark their own
paper. From this the student may realize that they need to review and the teacher can recognize
students who may need help reaching the necessary standard.
Step 2
20 m
On the White Board I will model how to create a common denominator with fractions using the skills of
multiplication and division, which we have just reviewed. Problems will be written on the board and
students will be encouraged to solve the problem at their desk or in front of the class.
Step 3
15 m
The students will then be split into pairs at their tables. Their task is to create a question for their pair
to solve. The problem must have denominators that must be made equal. The students will switch
questions and solve their partners question. They will repeat this process 3 times and include the
worksheet in their journal. They will be provided manipulatives to solve these fractions.
Step 4

5m

In their journals the students will describe what they learned to today and list at least one area that they

Required Materials, Tools and Technology


Pencils
Journals
Manipulatives (discs)
Handout (multiplication and division) 1 per student
Smart Board
Special Concerns
Students must work well together in their pairs if some students do not work well together they must be
separated.
By displaying the information on the Smart Board students with visual exceptionalities will be able to
read easily.
The use of manipulatives can be helpful for students to visualize fractions.
Differentiation
If there is a need for differentiation within the classroom in terms of students with disabilities than the
plan can be modified to fit those needs such as allowing the use of a manipulatives, etc
MIs being met:
Verbal/Linguistic group work/writing
Intrapersonal/Interpersonal
Journal/group work
Logical/MathematicalProblem solving

In-Class Support
TAs can help monitor the classroom if they are available.

Cross-curricular Connections
Culinary Studies- Measuring
Technical Studies- Fractions for building
Reflection
I think that this would be a fun topic to teach because I can connect it to real life careers but their will
still be some students who are indifferent and it will be a challenge to engage them

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