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- Overview to Common Formative Assessments for WMS Revised 9-9-09.Ppt
- Roster principles
- edu5170_lessonplan
- CVA101-AnimationPrinciples
- paraprofessional lesson plan
- Ppt for Classes Vi to Viii Cce1
- unit 2 background
- Eric Soulsby Assessment Notes(1)
- Exercise 4 h
- FS
- eps-513finalpaper
- tanabe sophomore ela fall 2014 syllabus
- Third Essay-First Draft Copy
- TASK 1
- final
- lesson blueprint
- mini unit
- Multiplication and Division Unit
- edpg 6
- Differentiated Instruction

You are on page 1of 31

Think about

Lesson Objectives:

finding equivalent fractions.

TSWBAT rename fractions in simplest form.

be able to do?

refine?

What assessment(s) will be used before

instruction to measure the level of

student mastery of each objective?

How will the objectives be shared with

students?

Why are the objectives for todays

lesson important?

How does this lesson align with curriculum

standards and school initiatives?

How does todays lesson connect with

previous and subsequent lessons?

What resources and materials will be

needed for this lesson?

Think about

the lesson?

instruction?

How will correct answers be shared?

Prior knowledge: The students will need to be able to find common factors and

greatest common factors. Students will need to know basic multiplication/division

facts.

Students will learn to compare fractions in subsequent lessons.

Materials: PowerPoint, SmartBoard, white boards/markers (1/student), warm-up, 4

pieces of colored paper, crayon.

Students will list the factors of 12, 15, 48, 27, 9, and 36. This will activate prior

knowledge that students will need for todays lesson.

Zoe and Ryan are both having birthday parties. Zoe cuts her cake into 24 pieces.

Her guests eat half of the cake. Ryan cuts her cake into 18 pieces. Her guests eat

half of the cake. If both of the cakes were the same size, which guests ate more?

Explain your answer.

Students will discuss their answer with the 2 people sitting next to them. I will then

call on students to share what they discussed. (Common Misconception: Some

people will think that Zoes guests ate more because they ate more pieces of cake.)

Other students will know that they ate the same amount since they both ate half of the

cake.

Warm-Up Extension: I will give each group two colored pieces of paper to represent

the two cakes and a crayon for shading. In a group, they will need to prove whether or

not equal amounts of both cakes were consumed.

Think about

How will correct answers be shared?

How will questions be answered?

Homework Check:

Students did not have homework over the weekend because they took a test the end of

last week.

Think about

What will spark student interest in the

lesson?

What connections can be made between

this lesson and real-world applications?

What connections can be made across

curricula?

Think about

What previously learned concepts will

connect to this lesson?

What strategies will encourage active

Instructional Activity/Activities:

learning?

understanding?

How can reading and writing be

incorporated?

What research-based strategies could

extend and refine student understanding?

How will activities connect to one another?

students?

What are the pivotal points of the lesson at

which assessments are essential?

How will student understanding be

monitored?

Real World Connection: Equivalent fractions may be used in cooking. For example, if

you need cup of sugar but only have a cup measuring cup you will need to find

an equivalent fraction to measure the sugar. (See PowerPoint slide 6)

Students will be engaged through white board activities, Think-Pair-Share, a short

video, and class discussion (guided by questions in PowerPoint). Additional questions

may be asked as necessary to enhance learning and clarify misconceptions.

After the discussion of the warm-up the students will begin to explore equivalent

fractions through an opening activity. (Detailed instructions included in attached

PowerPoint slides) Each student will fold a paper in thirds and shade two of the

thirds. They will write a fraction for the shaded portion in their notebook. They will

then fold the paper in fourths the other direction. They will record the fraction that

describes the new shaded portion in their notebook. This concrete representation will

help students understand equivalent fractions.

This procedure will be repeated folding a second piece of paper in fourths. Three of

the fourths will be shaded. Students will draw a representation of this activity in their

notebook. Students will then fold the paper in half the other direction. Now 6/8 of the

paper is shaded. Students will draw a picture to represent this in their notebook. The

students will fold the paper in half again the same direction. The now have 12/16

shaded. Students will draw a picture to represent this in their notebook. By seeing

both a concrete and representational model of equivalent fractions, students should be

ready to move to the abstract.

Students will take notes on vocabulary and important concepts guided by a

PowerPoint presentation. (See attached slides) Topics include finding equivalent

fractions using the multiplication and division rules, finding the greatest common

factor, writing fractions in simplest form, and finding a missing number in the

numerator or denominator. Practice problems and formative assessment will be

included throughout. Questions are included in PowerPoint. Additional questions will

be added to enhance student learning.

A video link is included in the PowerPoint presentation. This gives students another

look at understanding/finding equivalent fractions. Students will record two things

they learned or heard reiterated about equivalent fractions from the video.

White board formative assessment- Students will demonstrate finding equivalent

fractions using multiplication and division, simplifying fractions, and finding a

missing number in the numerator or denominator. They will record the answer to

various problems in these categories on a white board and hold up their board so that I

can check for correct answers. I will provide additional examples for reinforcement of

skills if necessary.

Formative Assessment Reflection: I will note students who answer question

incorrectly on my seating chart so that I can provide further instruction to these

students.

Areas of difficulty: Students may struggle with the concept that fractions can be

equivalent even though the numbers are different. They may assume the fraction that

has larger numbers is larger. The concrete and representational models used at the

beginning of this lesson should alleviate this misconception.

Independent practice: Students will complete math journal page 124-125

independently. I will circulate around the room giving students individual instruction

or work with a small group of students at the back table depending on the students

needs.

Closure:

Think about

How will I know if students learned

Exit Slip: Students will write two equivalent fractions and the simplest form of 12/30.

They will turn this in on their way out. I will use this to assess students understanding

of equivalent fractions.

student mastery of each objective?

How will the results of this assessment

impact subsequent lessons?

How will I ensure that all students have

learned?

What will I do to accommodate students who

are struggling and students who have

mastered the lessons objectives and are

poised for additional challenge?

Think about

lesson?

Will students be able to complete the

will you differentiate?

Think about

What should be changed?

Reflection:

Name____________________________________

Warm Up

1: List the factors of the following numbers. (Remember factors are all of the numbers that can be multiplied to equal the given

number.)

a. 12

b. 15

c. 48

d. 27

e. 9

f. 36

2: BCR:

Zoe and Ryan are both having birthday parties. Zoe cuts her cake into 24 pieces. Her guests eat half of the cake. Ryan cuts her cake

into 18 pieces. Her guests eat half of the cake. If both of the cakes were the same size, whose guests ate more? Explain your answer.

Vocabulary

Equivalent Fractions- Two ___________________ that name the ________________ amount.

Ex. ___________________________________

Simplest Form- The _______________________ and denominator have no _______________factors.

Ex. 24/60 = 2/5

___________________________- A factor of each of two or more counting _______________.

Ex. _______ is a common factor of 8 and 12.

Greatest Common Factor (GCF)- The _____________ factor that two or more counting numbers have in _______________

Ex. The common factors of 24 and 36 are 1, 2, 3, 4, 6, and 12, and their GCF is ___________.

Multiplication Rule

To find an ____________________ fraction, multiply the numerator and denominator of the ______________ fraction by the

same (nonzero) number

*

*

Ex.

Ex.

Division Rule

To find an equivalent fraction, _____________ the _______________________ and denominator of the original fraction by the

same (nonzero) number

Ex.

Ex.

.

=

10

15

Think about

Lesson Objectives:

situations.

acquire, demonstrate, or refine?

What assessment(s) will be used

before

instruction to

measure the level of student

mastery of each objective?

How will the objectives be shared

with

students?

Why are the objectives for

todays lesson important?

How does this lesson align with

curriculum

standards and

school initiatives?

How does todays lesson connect

with previous and subsequent

lessons?

What resources and materials will be

needed for this lesson?

Think about

Will students be able to complete the

warm-up independently?

scaffolding for the lesson?

inform instruction?

completion?

Prior knowledge: Students will need to have prior knowledge of the x and y-axis and

basic knowledge of how to interpret a graph. Students will also need prior knowledge from

the previous lesson on how to create a graph from a table in order to match graphs and tables

for the readiness activity.

Materials: PowerPoint, SmartBoard, white boards/markers (1/student), warm-up, exit

ticket, math journal, readiness matching activity, guided notes

Warm Up Extension: Next to each graph on p.115, fill in a word to complete the sentence

As time passes, the speed of the car _______

Misconception: Students may hold the misconception that a change in the graph shows the car

traveling up or down hill. We will take time to address this misconception and take notice of the

x and y-axis labels.

Think about

completion?

How will questions be answered?

Homework Check:

Composite area practice. We will review this homework in the second half of class.

Think about

What will spark student interest in

the lesson?

What connections can be made

between this lesson and realworld applications?

What connections can be made

across

curricula?

Think about

will connect to this lesson?

introduced?

active learning?

activities, and manipulatives

could enhance student

understanding?

How can reading and writing be

incorporated?

What research-based strategies

could extend and refine student

understanding?

How will activities connect to one

another?

What strategies and methodologies

will convey content and skill

objectives to all students?

What are the pivotal points of the

Readiness Activity: Students will use their prior knowledge to match a real world situation

to a line graph and table.

Initially students will place the graph and table on the chart with the story but not glue.

Students will have a chance to fix their answer at the end of class. Then we will go over the

final answer and the students will glue the matched sets into their interactive notebooks. The

extra graph and table will be glued in the back and the students will create their own story to

match it.

Instructional Activity/Activities:

Vocabulary: (Students will record on guided notes)

Time Graph- a graph representing a story that takes place over time. The units on the

horizontal axis are time units.

Students will label parts on a time vs. speed graph (acceleration, constant speed, etc.). the

teacher will ask the students what they think each part of the graph represents before

revealing the words for their notes.

Identifying parts of a time Graph:

The teacher will show students several time graphs and ask students questions such as

How far has the object traveled after 3 seconds? Students will respond using all-pupil

response strategies.

Students will be asked to match a story to a time graph and will respond using all-pupil

response.

Constructing a Time Graph:

I will present the students with the following time story. Satya runs water into his bathtub.

He steps into the tub, sits down, and begins to bathe. The water in the tub begins to cool,

essential?

How will student understanding be

monitored?

so he drains some water and add more hot water. Satya finishes bathing, gets out of the

tub, and drains the water. We will work as a class to create a time graph that illustrates the

time story including as many details as possible. (Students will glue their guided notes into

their interactive notebook.)

Students will open their math journal to page 115. We will work together to create a second

time graph for the following story, A woman walks up one side of a hill at a steady pace

and runs down the other side. She then continues walking at a steady pace.

Interpreting a Time Graph:

Students will turn to math journal p. 116. The class will work together to begin creating a

story for the first half of the following graph. The students will complete the second half

independently. Once they have finished, students will share their story with the class.

Independent Practice:

Students will complete question 2 on math journal page 116 independently.

An additional independent practice will be available for the second half of class.

White board formative assessment:

Students will turn to math journal page 117. The students will complete the question one at a

time and will write the letter of the graph that matches each situation on their white board.

Formative Assessment Reflection: The teacher will record the number of students that

answers each question correctly and use this information to assess whether students need

any additional practice or re-teaching.

Areas of difficulty: Understanding the units may be an area of difficulty. For example,

students may confuse speed with elevation.

Think about

Closure:

learned what I wanted them to

Exit Slip: Called to a crime, Batman sped away from the Bat Cave. Realizing the Bat Car

learn?

was out of gas, he stopped at the Royal Farms to fill up. After leaving Royal Farms, still

driving further away from his home, the Bat Car alarm warned of Robins motorcycles flat

tire, so Batman immediately made a U-Turn and went back towards the Bat Cave to pick up

Robin, who hadnt gotten very far from the Cave when the tire went flat. Once they fixed the

tire, the men got back on the road to the crime scene. Batman and Robin had just passed the

Royal Farms Batman had gotten gas at earlier when Alfred the butler called to say there was

a false alarm, so they drove back home to the Bat Cave. Create a time graph to show

Batmans distance from the Bat Cave.

of student mastery of each

objective?

How will the results of this

assessment impact subsequent

lessons?

How will I ensure that all

students have learned?

What will I do to accommodate

students who are struggling and

students who have mastered the

lessons objectives and are poised

for additional challenge?

Think about

How does the assignment connect to

the

lesson?

Will students be able to complete the

SL 3-9

how will you differentiate?

Think about

What went well?

What should be changed?

Reflection:

Think about

What do I want students to learn and be

able to do?

What content knowledge and/or skills do I

want students to acquire, demonstrate, or

refine?

What assessment(s) will be used before

instruction to measure the level of

student mastery of each objective?

How will the objectives be shared with

students?

Lesson Objectives:

Time

:

Students will distinguish between statistical questions and those that are not

statistical.

Students will distinguish between categorical data and numerical data.

6.SP.1-5

http://www.corestandards.org/Math/Content/6/SP

important?

How does this lesson align with curriculum

standards and school initiatives?

How does todays lesson connect with

previous and subsequent lessons?

What resources and materials will be needed

for this lesson?

Think about

Will students be able to complete the warmup independently?

How will the warm up provide scaffolding for

the lesson?

How will feedback from the warm up inform

instruction?

Will there be accountability for completion?

How will correct answers be shared?

Students will be given a hand-out with the following scenario:

Jerome, a 6th grader at Roosevelt Middle School, is a huge baseball fan. He loves to

collect baseball cards. He has cards of current players and of players from past baseball

seasons. With his teachers permission, Jerome brought his baseball card collection to

school. Each card has a picture of a current or past major league baseball player, along

with information about the player. When he placed his cards out for the other students to

see, they asked Jerome all sorts of questions about his cards. Some asked:

How many cards does Jerome have altogether?

What is the typical cost of a card in Jeromes collection?

Where did Jerome get the cards?

Time

:

Which of these questions do you think might be statistical questions?

What do you think is meant by statistical question?

Students do not have a definition or understanding of what a statistical question is at this

point. We will discuss what they think a statistical question is before learning the formal

definition.

A statistical question is one that can be answered with data and for which it is

anticipated that the data (information) collected to answer the question will vary.

The second and third questions are statistical questions because the answer for each card

in the collection could vary. The 1st question, How many cards do you have in your

collection? is not a statistical question because we do not anticipate any variability in the

data collected to answer this question. There is only one data value and no variability.

Students will correct their warm up question, cut it out, and glue it in their interactive

notebook.

Convey the main idea that a question is statistical if it can be answered with data that

varies. Point out to the students the concept of variability in the data means that not all

data values have the same value. The question, How old am I? is not a statistical

question because it is not answered by collecting data that vary. The question, How old

are the students in my school? is a statistical question because when you collect data on

the ages of students at the school, the ages will vary not all students are the same age.

Think about

Homework Check:

Time

:

Time

:

How will correct answers be shared?

How will questions be answered?

Think about

How will I teach the lesson?

What will spark student interest in the lesson?

What connections can be made between this

lesson and real-world applications?

What connections can be made across

curricula?

Students will cut out a vocabulary flipbook for this lesson. They will record the definition

of a statistical question.

The students will be given a list of the following questions:

a. Who is my favorite movie star?

No, not answered by collecting data that vary.

b. What are the favorite colors of 6th graders in my school?

c. How many years have students in my schools band played an instrument?

Yes, number of years will vary.

d. What is the favorite subject of 6th graders at my school?

Yes, subjects will vary.

e. How many brothers and sisters does my best friend have?

No, not answered by collecting data that vary.

They will cut out each question and sort them into 2 piles: statistical questions and not

statistical questions. They will glue the statistical questions into their flipbook. The nonstatistical questions will be glued into their notebook as non-examples.

Think about

What previously learned concepts will connect

to this lesson?

Instructional Activity/Activities:

Display the following statement to students.

What strategies will encourage active

learning?

What technology, hands-on activities, and

manipulatives could enhance student

understanding?

How can reading and writing be incorporated?

What research-based strategies could extend

and refine student understanding?

How will activities connect to one another?

What strategies and methodologies will

convey content and skill objectives to all

students?

We use two types of data to answer statistical questions: quantitative data and categorical

data. If we recorded the age of baseball cards, we would have quantitative data. Each

value in a quantitative data set is a number and it makes sense to find the mean of those

numbers (average age of the 25 baseball cards). If we recorded the team of the featured

player for baseball cards, you would have categorical data. Although you still have

data values, the data values are not numbers. They would be team names, which you can

think of as categories. It does not make sense to find the mean or average of team names.

After the students have read they will record the definition of quantitative and categorical

data in their flipbook. I will then pose the following questions:

which assessments are essential?

How will student understanding be monitored?

What are other examples of categorical data? Eye color, the month in which you

were born, and the number that may be used to identify your classroom are

examples of categorical data. Be sure to clarify that categorical data can be

numbers but it doesnt make sense to find the mean of these numbers.

What are other examples of quantitative data? Height, number of pets, and

minutes to get to school are all examples of quantitative data.

Students will now cut out the data sets listed below. They will sort the data into

categorical and quantitative data.

Identify each of the following data sets as categorical (C) or quantitative (Q).

a. Heights of 6th graders Q

Time

:

c. Hours of sleep on a school night for 6th graders Q

d. Type of beverage drank at lunch for each of 6th graders C

e. Eye color for each of 6th graders C

Follow up with these questions:

For each of the following statistical questions, students asked Jerome to identify whether

the data are quantitative or categorical. Explain your answer, and list four possible data

values.

a. How old are the cards in the collection?

Quantitative, as I anticipate data will be a set of numbers for which I can find the mean.

Possible data values: years, years, years, years

b. How much did the cards in the collection cost?

Quantitative, as I anticipate data will be a set of numbers for which I can find the mean.

Possible data values: $ ., $ ., $ ., $ .

c. Where did you get the cards?

Categorical, as I anticipate the data represents the name of a place.

Possible data values: a store, a garage sale, from my brother, from a friend

d. What are the jersey numbers for each of the baseball players?

Categorical, it does not make sense to take an average of the data collected.

Think about

How will I know if students learned what

I wanted them to learn?

What assessments will be used after

instruction to ascertain the level of

student mastery of each objective?

How will the results of this assessment impact

subsequent lessons?

How will I ensure that all students have

learned?

What will I do to accommodate students who

are struggling and students who have

mastered the lessons objectives and are

poised for additional challenge?

Closure:

Students should individually answer the following questions.

1. Indicate whether each of the following two questions is a statistical question. Explain

why or why not.

a. How much does Susans dog weigh? Not a statistical question, there is no variation

in the data. Susans dog will have one weight.

b. How much do the dogs belonging to students at our school weigh? It is a statistical

question, the weight of dogs will vary.

2. If you collected data on the weights of dogs, would the data be quantitative or

categorical? Explain how you know it is quantitative or categorical. It will be quantitative

Time

:

because the data will be numbers and it makes sense to find the mean or average of these

numbers.

Bonus (Preview for tomorrows lesson)

What type of graphical displays would be best to use for categorical data? Circle Graphs

or Bar Graphs

Think about

How does the assignment connect to the

lesson?

Data Insert Day 1 HW Worksheet

Will students be able to complete the

assignment independently? If not, how

will you differentiate?

Think about

What potential barriers exist that would

interfere with student learning?

What UDL solutions can be included in the

lesson to prevent these barriers?

The HW asks students to collect data from 10 people. If there are a few minutes at the

end of class, you may want to let them collect some of that data in class. If a student

objects to being able to collect data from 10 people then tell them to make up the data.

The HW also asks students to make a bar graph and find the median of a set of numbers.

These are review skills from prior grade levels. They should not be taught in class.

Individual remediation can be provided for the few students (if any) that may need help.

Notes:

Time

:

Name _________________________

Warm Up

Jerome, a 6th grader at Roosevelt Middle School, is a huge baseball fan. He loves to collect baseball cards. He has cards of current players and of players from

past baseball seasons. With his teachers permission, Jerome brought his baseball card collection to school. Each card has a picture of a current or past major

league baseball player, along with information about the player. When he placed his cards out for the other students to see, they asked Jerome all sorts of

questions about his cards. Some asked:

2. What is the typical cost of a card in Jeromes collection?

3. Where did Jerome get the cards?

Complete the following:

1. Circle the question(s) above you think might be statistical questions?

2. What do you think is meant by statistical question?

Quantitative vs Categorical

For each of the following statistical questions, students asked Jerome to identify whether the data are quantitative or

categorical. Explain your answer, and list four possible data values.

a. How old are the cards in the collection?

d. What are the jersey numbers for each of the baseball players?

Name __________________________________

Closure

1. Indicate whether each of the following two questions is a statistical question. Explain why or why not.

a. How much does Susans dog weigh?

2. If you collected data on the weights of dogs, would the data be quantitative or categorical? Explain how you know it is

quantitative or categorical.

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