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Portfolio Proposal

Student Information

Melissa Cotant

Murrieta Regional Center

Course: EDUC 526 Capstone Experience in Digital Teaching and Learning

Professor: Matthew Hixson

Melissa Cotants Capstone Experience in Digital Teaching and Learning

Date Submitted: April 29, 2015

Type of Project

My unit plan was developed to target fifth graders who struggle with fractions.

The unit is taught in a four week time frame. Each lesson in the unit touches on

all the multiples intelligences to reach every learner. It also incorporates various

uses of technology throughout the unit. This unit opens the eyes to the wonderful

world of fractions.

Goal(s) of the Portfolio

This portfolio project will provide students with a foundation for understanding

fractions, which will help build a deeper understanding of the content. Students

will use strategies and a variety of activities to develop a strong foundation of

fractions.

Student Learning Outcomes of the Portfolio

Through the use of technology and the multiple intelligences, students will learn

about fractions through a variety of activities.

o Students will learn the step by step process on how to multiply fractions by

using Tenmarks.com.

o Students will learn how to divide a whole number by a fraction and divide

a fraction by a whole number by using the SmartBoard to solve their

problems.

o Students will relate the size of the product compared to the size of one

factor when multiplying fractions by explaining the mathematical concept

with their partner and creating a poster together on Glogster.com.

o Students will multiply two mixed numbers and find the area of a rectangle

by viewing a PowerPoint presentation on area and perimeter.

Outline

I. Content from APU coursework.

A. EDUC 512-In this class, I learned how to create a WebQuest. It included a

rubric, standards, and procedures for students and teachers.

B. EDUC 514-In this class, I learned how to make movies using iMovie.

C. EDUC 517-In this class, I learned how to edit photographs.

II. Multiplying and Dividing Fractions Unit

III. Standards

A. Mathematics Common Core Standards

1. Apply and extend previous understandings of multiplication and division

to multiply and divide fractions.

B. Language Arts Common Core Standards

1. Text types and purposes

2. Production and distribution of writing

C. Technology Standards

1. Creativity and Innovation

IV. Lessons

A. Day 1

1. Students will be introduced to the unit plan and learn what they will be

completing in the next few weeks. They will also be introduced to the

academic vocabulary. Students will then begin with a story about

running around a track. The track is 3/4 of a mile long and the students

are running 2/3 of the 3/4. There job is to calculate how much of the

mile is 2/3. Students will be given a worksheet and they have to find

out which representations are accurate and which ones are not.

Students will have a 3 minute independent think time and then they will

discuss what they know with their shoulder partners. We will then have

a class discussion and then students will document in their math

journals what piece of knowledge they should take from this lesson.

Students will then create flashcards using their academic vocabulary

on Quizlet.com at https://quizlet.com/create-set/new

B. Day 2

1. Students will use a model to show the product of a fraction and a

whole number. Students will use fraction strips to find the fraction of a

group, such as

whole 2. Then they will place fraction strips under each whole strip to

represent the denominator, the number of equal sized parts. Finally,

students find

pieces that the strips are divided into and the of 2. Students will then

need to distinguish between four pieces that the strips are divided

into and the of 2

number. Then students will explain in their math journals how to use

models to find 3

and

https://www.conceptuamath.com/app/tool/place-fractions-on-a-numberline to create their own fraction strip model to show the product of a

fraction and a whole number.

C. Day 3

1. Students will use algorithms to calculate the product of a fraction and a

whole number. Students will make a connection between the model

and how it relates to the algorithm. Students will then write step by step

instructions on how to find the product of a fraction and a whole

number without using a model. Students will write products in simplest

form. Students will then discuss with their partners how the models and

the algorithms are comparable. Students will then create a recipe of

their choice and apply the concept of multiplying fractions. Students

will use http://www.skiptomylou.org/recipe-card-maker/ to create a

recipe with directions and illustrations.

D. Day 4

1. Students will use an area model to show the product of two fractions.

Students will make connections between using the area model to

multiply fractions and the area formula of a rectangle and they will

document it in their math journals. Students will then discuss their

journal entries with their partners. Students will then create a song that

gives the steps on multiplying fractions. Students will go online to

create their song on Song Lyrics Generator at http://www.song-lyricsgenerator.org.uk/.

E. Day 5

1

Students will use models to compare the size of the product to the size

of a factor when multiplying fractions. They will understand that the

product of any fraction multiplied by 1 will be equal to the fraction

because of the Identity Property of Multiplication. Students will use the

web browser, Google Chrome to search for math concepts on

multiplying fractions. Students will discuss and brainstorm their ideas

with their partners. Students will then explain mathematical concepts

with their partner and create a poster together on Glogster at

http://edu.glogster.com/?ref=com.

F. Day 6

1. Students will use rectangles to represent fraction multiplication. When

multiplying fractions, students will learn to think of a multiplication

problem such as

shade in 4 fifths of the rectangle. Then, they will divide the 4 fifths into

3 equal parts and double shade 2 thirds of the 4 fifths. Students will

see that when fifths are divided into thirds, the result is fifteenths.

Students will count the fifteenths that are double shaded. Eight of the

15 parts or

and complete 5 math problems on multiplying fractions.

G. Day 7

1. Teacher will begin the lesson by introducing the differences between

area and perimeter on a PowerPoint. Then, students will use a unit tile

to find the area of a rectangle with fractional side lengths. Students will

use Math Talk to understand how to find the area of a unit tile with

fractional side lengths. In their math journals, students will draw a

shape with fractional side lengths. They will label and show how to find

its area.

H. Day 8

1. Students will compare mixed number factors and products. Students

will then explain to a partner how the size of the product compares to

the size of one factor when multiplying fractions greater than one. Then

they will write their explanation in their math journals. Students will use

the Virtual Manipulatives app at

https://www.commonsensemedia.org/app-reviews/virtualmanipulativesto help them understand the relationships with fractions

visually.

I. Day 9

1. Students will learn how to multiply mixed numbers. Students will use

the around the world concept to change a mixed number into an

improper fraction. Students will then use Microsoft Word to create a list

of scenarios of when they will need to multiply a mixed number by a

fraction or by another mixed number. Then, students will solve a

problem that involves multiplying by a mixed number. They will then

share and explain to their partner their scenarios and their concept of

how to multiply a mixed number by a fraction or by another mixed

number.

J. Day 10

1. Students will solve and create fraction word problems using

multiplication. First, students will make an illustration to help them

numerical expression. Students will then work independently in their

math journals to evaluate their expression. Then they will share their

work with someone elses partner and compare their results. Then they

will create their own fraction word problem and have their partner solve

it. Students will then use

http://www.iq.poquoson.org/5math/5mathwordprobmultfrac.htm to

solve fraction word problems.

K. Day 11

1. Students will be introduced to the academic vocabulary. Students will

fraction by a whole number. The teacher will use a miniature KFC

bucket to explain how the acronym is related to dividing fractions. K is

for keep the first fraction, F is for flip the second, and C is for change

the sign. Then multiply the fractions as usual. Students will then write

the acronym in their math journals and color code what each letter

represents. Students will then work through their math problems that

are inside their KFC buckets with their partners. Then students will go

to the SmartBoard and explain how they solved their equations.

Students will then use the SmartResponders so the teacher can

assess their learning.

L. Day 12

1. Students will connect fractions to division. Teacher will show how a

fraction can be written as a division problem.

3

12

numerator and the 4 is the denominator. Then the teacher will write 8

4 and point out that 8 is the numerator of the fraction and 4 is the

denominator of the fraction. Students will then write in their math

journals compare, contrast, and explain why 125

result as

as

M. Day 13

1. Students will solve and create fraction word problems using division.

problems. Then they will then work with a partner to write an equation

in their math journals and solve the equation. Students will then create

their own story problem in the math journal. They will have their

partners solve the other partners story problem. They will use an

illustration to represent the division problem and solve. Students will

then go onto the app, Course Notes at

http://www.coursenotesapp.com/app/ and record their steps on dividing

fractions.

N. Day 14

1. After a quick discussion on the concepts of multiplying and dividing

fractions, students will begin a childrens story. Students will organize

an outline and begin creating a story by writing a rough draft on a

mathematical concept. Students have a choice of using the concept of

multiplying fractions or dividing fractions. Students will use Google

Docs to write their rough draft.

O. Day 15

1. Students will continue working on their childrens book on their

mathematical concept. Students will peer-edit their partners rough

draft and provide verbal and written feedback. Students will then work

on the final draft and use My Story Book at

https://www.mystorybook.com/ to finish creating their story and

completing it with their illustrations.

V. Projects/Products

A. Childrens Story Project-Students will organize an outline and begin

creating a story by writing a rough draft on a mathematical concept of their

choice. Students have a choice of using the concept of multiplying

fractions or dividing fractions. Students will use Google Docs to write their

rough draft. Students will peer-edit their partners rough draft and provide

verbal and written feedback. Students will then work on the final draft and

use My Story Book at https://www.mystorybook.com/ to finish creating their

story and completing it with their illustrations.

B. Mathematical Song on Multiplying Fractions Project- Students will use an

area model to show the product of two fractions. Students will make

connections between using the area model to multiply fractions and the

area formula of a rectangle and they will document it in their math journals.

Students will then discuss their journal entries with their partners. Students

will then create a song that gives the steps on multiplying fractions.

Students will go online to create their song on Song Lyrics Generator at

http://www.song-lyrics-generator.org.uk/.

Resources

Materials

A. Non-Digital

1. Textbook

2. Pencils

3. Math Journals

4. Highlighters

5. Markers

6. KFC buckets with equations

B. Digital

1. SmartBoard

2. SmartResponders

3. ChromeBooks

4. Google Drive/Docs

5. PowerPoint

6. Google Search Engine

7. Microsoft Word

Apps/Websites

A. quizlet.com

B. conceptuamath.com

C. skiptomylou.org

D. song-lyrics-generator.org

E. tenmarks.com/

F. commonsensemedia.org/app

G. poquoson.org

H. qrstuff.com/

I. coursenotesapp.com/app

J. mystorybook.com

K. glogster.com

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