Scribd
Upload
79 views

Math Lesson Plan Eportfolio

This math lesson plan aims to teach students about adding and subtracting fractions through various hands-on activities and strategies. The objectives are for students to define fractions, identify fraction parts, solve fraction arithmetic, and evaluate different solution strategies. Students will explore fraction examples by manipulating materials like play dough, Legos, and dominoes. They will also analyze fraction posters using a gallery walk method. The teacher will explain one strategy for unlike denominators using a video. Students will discuss different strategies and reflect on their understanding through formative and summative assessments using Nearpod. The goal is for students to master fraction concepts and operations.

Uploaded by

api-302731084
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
79 views

Math Lesson Plan Eportfolio

This math lesson plan aims to teach students about adding and subtracting fractions through various hands-on activities and strategies. The objectives are for students to define fractions, identify fraction parts, solve fraction arithmetic, and evaluate different solution strategies. Students will explore fraction examples by manipulating materials like play dough, Legos, and dominoes. They will also analyze fraction posters using a gallery walk method. The teacher will explain one strategy for unlike denominators using a video. Students will discuss different strategies and reflect on their understanding through formative and summative assessments using Nearpod. The goal is for students to master fraction concepts and operations.

Uploaded by

api-302731084
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 7

Math Lesson Plan

DESIRED OUTCOMES
Big idea/Conceptual Statement:
Addition and Subtraction of fractions can be done by various
strategies.

Objectives:
By the end of this lesson, students are expected to be able to:
1. Define fraction.
2. Identify the different parts of fractions.
3. Employ their knowledge of fractions to solve different
arithmetic operations involving addition and subtraction).
4. Generate different strategies to solve fractions facts and
justify their validity.
5. Evaluate the use of different strategies to add and subtract
fractions

Standards:
The Common Core standards of grade 4 include the following:
1. Extend understanding of fraction equivalence and ordering.
(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).
2. Build fractions from unit fractions. (Understand addition and
subtraction of fractions as joining and separating parts
referring to the same whole).

PLANNING OF LEARNING ENGAGEMENTS

Pre-requisites:
1. Identifying fraction as a part of a whole.
2. Basic arithmetic operations (addition-subtractionmultiplication-division)
3. Problem-solving strategies.

Materials and Technology:

White board
Ipads
Laptops
Technological Applications (Nearpod, Showme, Youtube)
Dices
Papers, markers and scissors
Worksheets
Lego
Dominos
Play dough

Differentiation:

Learning Styles:
This lesson is designed to facilitate learning for all students
in accordance to the basics of differentiation. The tasks that
this lesson involves cater for all the learning styles.
1. The hands on tasks (play dough, lego, dominos, dices)
feed the needs of the kinesthetic students to be
involved in proactive tasks. Besides, the Gallery Walk
satisfies their need to move around and leave their
chairs for a while and the Nearpod activity involves the
dice rolling which accommodates their need for doing
by hands.
2. The visual learners are engaged in the lesson through
the hands-on tasks, the Gallery walk (where they
brainstorm using post-it), the ShowMe tutorial, the
Nearpod and the self-reflection graphic organiser.
3. The auditory students are accommodated through the
engagement in discussion with their peers where they
might be chosen as spokespersons to conduct the
presentation. The ShowMe tutorial and the Gallery

Walk will hook them as well because the two activities


allow students to freely choose their ways of showing
their understanding (writing, saying, drawing graphic
organizers, using materialsetc). The final selfreflection will allow them to manipulate their linguistic
skills to show their understanding.
Readiness:
1. Students are pre-assessed at the very beginning of the
session through a hands-on task that reflects their
current level of readiness. The pre-assessment will
guide the teacher to the starting points of each student
(which usually vary).
2. YouTube videos will be available on the Ipad for the
struggling students to review at any point the teacher
feels they are not yet ready. These videos will scaffold
for the students need so that he/she can catch up with
his/her peers.
3. The ongoing formative assessment tasks will
continuously indicate the students level of readiness to
the following step.
4. The summative assessment is designed in a way that
caters for different levels of readiness. The first three
questions are obligatory because they address the
average students. The rest of the questions are more
challenging, so students are allowed the freedom to
choose to go on or to stop at any point.
Interest:
All the activities and tasks (play dough, Lego, dominos, dices,
butterfly methodetc) included in this lesson have been
chosen by the teacher based on his/her prior knowledge of
the students interests to ensure that students enjoy and have
fun while learning.
SEN (Special Education Needs):
Students with special needs are accommodated in this lesson
plan. The teacher will review the cases of SEN and offer them
the necessary provisions to facilitate their learning
experience: SENCO (Special Educational Need Coordinator)
who follows an IEP (Individualized Educational plan),
Assistive Technology (to make up for any impairments),
scaffolding practices..etc.

5E Inquiry Cycle:
Engage:

In this lesson, students are engaged from the first few minutes in
hands-on tasks that help the teacher pre-assess them and arouse
their curiosities to further explore the topic. Moving around the
centers, creating the math facts and reaching the solution
definitely engages them and allows them to responsibly create their
own learning.

The lesson starts by a hands-on task that engages the


students and arouses their interest and curiosity to explore
the topic, as well as helps the teacher determine their levels
of readiness. In this task, students will go around three
centers:
i) In the first center, students will use play dough to make a
pizza and slice it then write down the fractions based on
the pizza slices they made.
ii) In the second center, students will count the Lego pieces
and write the facts and try to solve them (-- + -- = --)
(Common denominator)
iii) In the third station, students will fill in the worksheet
depending on the dominos in the plates and then solve the
math fact (different denominators).

The students engagement continues through the Gallery


Walk method and the discussion they get involved in to
brainstorm their suggestions and understanding.

The teacher continues to engage the students through the


exploratory questions and prompts she intervenes with
during the lesson.

Technology is integrated to keep the students engaged and


raise their level of interest in investigating the topic and
showing their learning. The technological applications
incorporated are Show Me and Nearpod, further explained in
the coming sections.

Explore:

Students are allowed the opportunity to explore the different


arithmetic operations of fractions through the Gallery Walk
method. Posters are placed on the white board and students are
asked to walk through and compare and contrast the different facts
using post it notes.

The first poster will have an Arithmetic fact where fractions


have similar denominators.

The second poster will display an arithmetic fact where


fractions have different denominators.

The third poster will display an arithmetic fact of mixed (vs.


improper) fractions.

To trigger the students curiosity for exploration and stimulate their


minds to investigate the facts, the teacher will ask the following
questions:

Locate and define the different parts of the fractions.

In what way do you view these fractions facts? Mere numbers


on papers? Think about real life examples for each fact.

Examine the fraction facts. Compare and contrast them.

Discuss in pairs the main differences between the three.

In your opinion, is there a fact easier in solving than the


other?

Try to develop a strategy or method (based on your


understanding so far) that facilitates solving the difficult
facts.

Explain:
Students are now expected to present their findings about the
three facts. They are asked to choose a spokesperson that presents
their thoughts and ideas and the teacher discusses and comments.
While presenting their understanding, the teacher will be asking
the following questions to open gates of expression through which
students show their knowledge and learning:

Why do you think these fraction facts are not mere number
on papers? Can you elaborate more on that?

So, fractions are everywhere in real life? As in what?

Can you interpret the differences between these facts in the


form of illustrations (drawings..etc)?

So you think that some facts are easier in solving than


others. Can you Support you answer (deep explanation of the
real meaning and concept of fractions).

Evaluate you method or strategy? Justify its validity. What


makes you think so? Can you give examples on it?

Elaborate:
After this discussion, the teacher will play the ShowMe video where
she explains one of the strategies of solving the facts that have
different denominators. Students are encouraged to comment on
the strategy and reflect on their own strategies that they developed
right before the video. The following questions can help the teacher
guide and spark the discussion:

How do you find the strategy? Easy, difficult, friendly..etc.


why?

Reflect on your strategy. Any similarities? Any differences?

Evaluate the strategies. Which one do you prefer more?


Explain your point.

N.B. Freedom of choice is guaranteed. Thus, the teacher is


expected to acknowledge the different strategies and accept them
so long that they are all valid and correct (Different strategies
accommodate for different learning styles).

Evaluate:

Pre-assessment: The evaluation starts by the preassessment task discussed in the above-mentioned
engagement phase.

Formative Assessment:

1. The questions included in the two stages Explore and


Explain serve as formative assessments for the
teacher to make sure that the students are on track and
that their learning and understanding are maximizing.
2. The students are also formatively assessed through the
teachers continuous observation while the work is in
progress. She is expected to intervene and clear any
misconceptions she spots during the students work and
discussion.

Summative Assessment: The summative assessment for


this lesson will be conducted through the Nearpod
application where students are expected to answer a series of
questions and word problems (using dices) to reflect their
learning and understanding at the end of the lesson and
ensure that the inquiry-based plan has paid off. The teacher
may need to scaffold for a student or change the plan of the
next lesson based on this summative assessment.

Peer Assessment: The students answers are displayed on


the data show and peer assessments and constructive
comments are encouraged.

Self-Assessment: Finally, students self-reflect on their


answers by filling the graphic organizer: What I learnt and
What I need to learn.

ATTACHMENTS AND MATERIALS


All materials attached.

You might also like