DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(1/27/12)

Teacher Candidate: Joyce Spaulding Meyer Grade Level: Third Title: Lesson #6 GWM 17.5 Relating Fractions to Division

CONTEXTUAL FACTORS (ELL, IEP, GATE, etc. & classroom environment)

Student Contextual Factors: Gender 22 students - 13 girls, 9 boys Ethnicity 16 Caucasian 2 Hispanic 2 African American 1 Pacific Islander 1 Native American Exceptionalites No ELL students SIOP 19-Opportunity for L1 students to clarify 1 student with IEP (severe): Kyla 1 student with IEP (mild/moderate): Heather 4 struggling learners (no IEP): Aaliyah, Gavin, Jaxon, Sarah K. 3 GATE students: Kaleb, Johnathan, Michelle 6 high achieving students (not GATE): Abi, Nyah, Lia, Isabell, Mya, Sarah L. 1 student who demonstrates characteristics of Autism Spectrum Disorder: Sam 3 students with behavioral difficulties - also struggle with motivation to work: Gavin, Jacob, Jaxon Note: Gavin and Jacob are step-brothers Classroom environment: SMART Board and ELMO. Student desks arranged into 5 table groups of 4 or 5 students per group.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (Common Core, Utah Standards, others): SIOP 3-Content appropriate Domain: Number and Operations - Fractions Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Content Walk-Away: I will be able to use division to help me solve a fraction problem. SIOP 1-Content objectives

Language Walk-Away: I will be able to write a description of how I solved the problem. SIOP 2-Language objectives

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Listen in on student partner discussions to ensure participation and if they are getting it. Walk the room and observe students as they are working and guide and give feedback (positive or negative) where appropriate. Notice accuracy of work and use this opportunity to provide feedback. On summative assessment, students will circle or ? to show how they feel about their understanding. SIOP 30-Assessment Content Walk-Away Evidence (Summative): Mason put 12 books onto 3 shelves. Draw an array to show what Mason did. Then write a fraction to show how many books are on one shelf. SIOP 30-Assessment Language Walk-Away Evidence (Summative): Write a description of how your picture shows your answer. SIOP 30-Assessment

Modifications/Accommodations

Have struggling learners come to the back table with me. Give them a writing prompt: My picture shows my answer is ___________ because_______________. SIOP 5-Adaptation of content

ACTIVE LEARNING PLAN

Modifications/Accommodations (refer to contextual

factor)

Building Background Call students to the rug and have them sit in assigned seats. Remember when we read this book? Hold up copy of If You Were a Fraction by Trisha Speed Shaskan (we read this in October, now its March). Now that we understand fractions better, were going to read this again and it will mean even more to us! SIOP 4-Supplementary materials, SIOP 6-Meaningful activities, SIOP 7-Linked to background, SIOP 8-Linked to past learning, Lets look at our goal for todays lesson. Goal: I will be able to use division to help me solve a fraction problem and write a description of how I solved the problem. I read and then have students read with me.

Assigned seats are based on student needs, keeping some students closer to the instructor, some students separated and other students where they will be able to see the best.

Focus Lesson (I do it) As I read the story, I will stop at appropriate places to add our vocabulary words to our unit list that is on the board. Vocabulary divided - separated into parts or groups array a pretty little picture in rows and columns to show multiplication (how my mentor teacher previously defined it for the class in another unit). denominator (on board from previous lesson) SIOP 9-Key vocabulary Read If You Were a Fraction by Trisha Speed Shaskan. Focus on the word divided that is repeated on nearly every page. Work out and model problems on pgs. 16 and 17 using division and fractions (Josie and Jackie split the yummy candy bar. They each have one-half. Then Johnny and Joey show up. Josie and Jackie split each part again. Now the candy bar is in four pieces. Josie, Jackie, Johnny and Joey each have one-fourth of the candy bar). As I draw model on the board, think aloud my process. (E.g. There are 2 people sharing so our denominator is 2. Now there are 4 people sharing so our denominator is 4.) Review goal, point out we are using division to help us with our fraction problem. SIOP 14-Scaffolding (Think Aloud) Formative Assessment: Do students remember story? Are they able to connect division (a recently learned concept) to fractions? SIOP 30-Assessment Modification/accommodations: Seating chart at the rug. SIOP 5-Adaptation Guided Instruction (We do it) Using pictures and questions from GWM Discussion Book pg. 70, compare fractions to division (all questions are visually modeled using a health bar and fruits apples, oranges and bananas). SIOP 7-Linked to background, SIOP 12-Variety of techniques Have students stand up when they think they know the answer. When calling on students, first call on struggling learners, then typical learners and finally higher ability students to add to the previously shared ideas. Write 12 2 = 6 on the board. Ask students (first have them whisper to partner, then call on several students) to describe other ways to describe this as well (e.g. 6 + 6 = 12, of 12 = 6). Emphasize that all are correct ways to describe this problem. Fold a piece of scratch paper into fourths and model first problem in first section. Formative Assessment: Listen in on student partner discussions to ensure participation and if they are getting it. SIOP 30-Assessment Modification/accommodations: Calling on struggling learners, then typical learners and finally higher ability students allows opportunities for all students to think, share and add meaningfully to the discussion. SIOP 5-Adaptation of content Collaborative/Cooperative (You do it together) Call on struggling learners, then typical learners and finally higher ability students to allow opportunities for all students to think, share and add meaningfully to the discussion. Struggling learners Kyla, Heather, Aaliyah, Gavin, Jaxon, Sarah K. Higher ability students Abi, Nyah, Lia, Isabell, Mya, Sarah L., Kaleb, Johnathan, Michelle

Have students return to desks. Students will work with shoulder partners. SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives Give each pair of students 12 centimeter cubes. Instruct students to divide their cubes into 2 equal groups. Pass out scratch paper and have them fold it into fourths. One problem will be worked out in each section as modeled previously. 12 2 = 6 or 1/2 of 12 = 6 12 3 = 4 or 1/3 of 12 = 4 12 6 = 2 or 1/6 of 12 = 2 12 1 = 12 or 1/12 of 12 = 1 SIOP 4-Supplementary materials, SIOP 6-Meaningful activities, SIOP 12Variety of techniques With a partner solve: There are 30 children in a third-grade class. 1/3 of them went to the Wax Museum (a recent experience we had). SIOP 7Linked to background How many of them left the classroom? Hint: Divide into 3 equal groups. Review goal, point out we are using division to help us with our fraction problem. Write the problem on a sheet of scratch paper and make a drawing to show the solution. Discuss with your partner HOW you know the answer. SIOP 13-Students use learning strategies, SIOP 15-Higher-order thinking, SIOP 4-Supplementary materials, SIOP 6Meaningful activities, SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 23-Content objective supported, SIOP 24Language objective supported, SIOP 25-Students engaged, Take a sip of water and then use random name selector on iPod to call on students to share their answers and their thinking. SIOP 15-Higher-order thinking, SIOP 18-Wait time Practice using GWM workbook pg. 219 (comparing and naming fraction strips). This can be cut if needed and then be used for bellwork next day. Formative Assessment: Walk the room and observe students as they are working and guide and give feedback (positive or negative) where appropriate. SIOP 29-Feedback, SIOP 30-Assessment Modification/accommodations: Allow students to use centimeter cubes to solve problems. SIOP 5-Adaptation of content Summarization Summarize and review. Collect problems and share several on the ELMO. Ask HOW questions and what students learned. SIOP 13-Students use learning strategies, SIOP 15-Higher-order thinking Encourage students to use vocabulary and review definitions. SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged, SIOP 27-Review vocabulary, SIOP 28-Review concepts Formative/Summative Assessment: Notice accuracy of work and use this opportunity to provide feedback. SIOP 29-Feedback, SIOP 30-Assessment Independent (You do it alone) Place assessment on ELMO. Carefully point out that there are 4 parts to it. Explain that first they are to draw a picture to show what Mason did, next write a fraction to show the number of books on one shelf, then write a When they are finished, have higher ability students show the relationship between division and fractions using the number 15. Have them pattern after the activity with 12. SIOP 5-Adaptation of content

Allow students to use centimeter cubes to solve problems. SIOP 5-Adaptation of content

description of how you solved the problem, then finally circle or ? to show how you feel about your understanding. Have students hold up fingers to show me how many parts they need to complete (they should hold up 4 fingers). Ask if anyone has a question they need to ask before we begin. Answer questions and then pass out assessments. SIOP 11Clear explanation Pass out summative assessment. Mason put 12 books onto 3 shelves. Draw an array to show what Mason did. Then write a fraction to show how many books are on one shelf. Write a description of how your picture shows your answer. SIOP 23-Content objective supported, SIOP 24-Language objective supported Formative/Summative Assessment: As stated above. SIOP 30-Assessment Modification/accommodations: Have struggling learners come to the back table with me. Give them a writing prompt: My picture shows my answer is ___________ because_______________. SIOP 5-Adaptation of content

Writing prompt for struggling learners.

NOTES TO TEACHER
What do I need to remember to do? Watch pacing. Dont spend so much time on discussion that we run out of practice time. SIOP 26-Pacing Enunciate and speak clearly SIOP 10-Appropriate speech Materials to have ready? If You Were a Fraction by Trisha Speed Shaskan centimeter cubes scratch paper Approximate time needed for lesson? 75 minutes

Assessment attached below.

Notes for instructor: A fraction consists of two numbers separated by a line. The top number (or numerator) tells how many fractional pieces there are. In the fraction 3/8, we have three pieces. The denominator of a fraction tells how many pieces an object was divided into. The fraction 3/8 tells us that the whole object was divided into 8 pieces. If the denominators of two fractions are the same, the fraction with the largest numerator is the larger fraction. For example 5/8 is larger than 3/8 because all of the pieces are the same and five pieces are more than three pieces.

17.5

Name: _______________________ Date:________________

Mason put 12 books onto 3 shelves. .

1. Draw an array to show what Mason did. 2. Write the fraction of books on one shelf.

3. Write a description of how your picture shows your answer. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Circle one to show how you feel about your understanding.