Subject: Math

Activity: Comparing Bits and Pieces Skills Review

Setting: Special Education Resource Room`
Number of Students: 7

Statement of Objective: Students will be able to use a number line to plot and label Accommodatio
*Observable/Measurable fractions as a whole group, and online independently. They will ns
(A, B, C, D) be able to demonstrate their knowledge with an exit ticket
*GLCE/IEP question and checks for understanding throughout the lesson.
Materials: • Comparing Bits and Pieces Textbook
*Prepared and organized • Sticky notes
*Available for all • Pencils
• Calculators
• Skills Review Sheet
• Chromebooks
Opening: “Good morning everyone, please find a seat, you do not need
*Gain attention/motivate any materials out right now. Today we are going to be
*Activate prior knowledge continuing to focus on fractions. This will be a form of review
~link/relate; assess; prepare and we will be using number lines to plot and label fractions.
for new We will be doing examples to practice, and then you will be
learning (e.g. vocabulary) using Chromebooks to continue practicing.”
*State goals/set purpose
~explain task: why, what,
how, and when
for strategies
*Clear directions
Presentation: • Variety of learning Scaffolds
Teacher: • Organized
*Variety of learning (T/S, • Visually presented, related to text Modeling
S/S, S/T) • Modeled through example
*Organizational framework • Small group work Small group
~construct, clarify, and link • Launch into independent work time environment
concepts in a • Clear directions
meaningful context Chromebooks
• Agenda
*Present visually, verbally,
kinesthetically, • Checks for understanding with thumbs up
real world (e.g. LESH) • Students are constantly active and engaged
*Model and think aloud to
make visible
~language
practices/processes
~learning strategies and
adaptations (how,
when and why)
~organization, relationships,
and clues
*Transfer of control
~students explain, justify,
clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback:
praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust
instruction
Students:
*Participation
~overt and active
~instructional dialogue, think
aloud,
explain, justify, evaluate,
etc.
Guided Practice: 1. “I do” à Number line (5 minutes)
*Activity related to - Step 1: Count # of dashes
presentation/objectives - Step 2: Ask where halfway is (Andrea comes up and
*Active student participation plots)
~provide rationale for - Step 3: Plot ½ on the line (4/8 = ½ why?)
assignment 2. “We do” à Number line (20 minutes)
~multi-sensory and real - Step 1: Ask if ¼ is bigger or smaller than ½; have
world Jayden plot it on the line; convert ¼ to 2/8
~instructional dialogue - Step 2: Ask everyone to think where 3/8 goes, once
*Transfer of control they have an idea, give a thumb to chest *do not
~students explain, justify, blurt out answers
clarify, think - Step 3: Have Zander come and plot 3/8 on the board
aloud - Step 4: check for understanding
*Check for understanding - Step 5: 8/8 à What is it equal to? (1 whole)
~ensure high success rate 3. “You do” IXL Online Practice (20 minutes)
~appropriate feedback: - Step 1: Get Chromebook and login
praise, prompt, - Step 2: Go to IXL à login once there
probe/question (in ZPD) - Step 3: Level G K.8 Graph and compare fractions on
Individual Practice: a number line
~assess/error drill
~monitor and adjust
instruction
*Management/monitoring
~scan, circulate, assess,
support, praise
Closing: (5 minutes)
*Adequate time 1. Logout of Chromebooks
*Students summarize content 2. Plug Chromebooks back in
and 3. Exit ticket à on a sticky note, write which is larger: ¼
accomplishments or 3/8
*Assess/identify new goals 4. Gather ALL items
*Link to future learning 5. Push in chairs, go to next core