Ashley Funes Lesson 1

Brief Class Description

Grade: 6th Grade
Subject/Unit Topic/Lesson Topic: Math/ Multiplication in Geometry / Multiplication of Fractions
Level: Gifted & Talented
Accommodations for IEP/504/GT/ELL
- Since this is a gifted and talented course it is expected for students to quickly grasp onto things. Therefore, if
there is an instance where some students finish up before the timer or their classmates are done, there is an
additional problem they could possibly complete. This class contains a total of 24 students of which only one
student has a 504-plan due to ADHD. This student has trouble concentrating and staying on task, therefore
there is constant monitoring if this student following along in the lesson and constant feedback of the students
work in the class. There is a lot of interaction within the activities which allows the student with ADHD to
vocalize a lot of their learning but also there is individual time throughout each activity that allows them that
student to not be overly stimulated. There are directions clearly stated and displayed but just in case this
student or any other student needs a reminder of what to do I always repeat directions or have them clearly
displayed. This class does consist of struggling readers and as a result of that I have them practice reading
word problems independently then together as a class. I also have students practice annotating the word
problem for important information needed to solve the problem.
Assets (Knowledge of students):
Personal:
- Students are taking part in virtual learning so they all in their home environments when class is taking place.
This means that incorporating their interest and being aware of their environment is vital. These classes
contain an overall 60% African American student, 30% White students, and the rest of the 10% are a mixture
of Latino/Hispanic students and other ethnicities. This class does have 11 boys and 13 girls of which all seem
to share an interest in video games, social media platforms like tik-tok and many more of which I try to
incorporate into lessons.
Cultural:
- Since the classes and school is very diverse due to its location outside of Baltimore City, there is a high
amount of culture and backgrounds being brought in by students. There is much effort and thought being
brought into every lesson in order to incorporate students’ interest in any possible aspect throughout the
lesson. Connecting the subject to something that relates to them and their personal lives will make them feel
more passionate about the lesson.
Community:
- This school is located in a suburban area where students are being surrounded by a diverse community. The
students in this class rely heavily on the school and community resources. This school has a very high
F.A.R.M. rate, which is close to 70% in the entirety of the whole school. Therefore, the teacher should be
aware of community events and resources that students take part in like afterschool sports. When learning
about students there should be a connection of the students personal and community life incorporated in the
lesson.
Alignment:
Standards Objective Assessments:
(State {CCRS/Other} and Professional (One objective only) Describe the informal and formal assessments selected or designed to monitor students’
Organization Content Standard) Bold the Language Function. progress towards the standards/objectives?
CCSS.MATH.CONTENT.7.NS.A.2 Mathematicians Formative Assessments
Apply and extend previous will apply their Informal:
understandings of multiplication
prior knowledge of -Throughout the lesson there are many verbal check ins
and division and of fractions to
multiply and divide rational
multiplication in that have students communicate (through the chat feature
numbers. order to solve the or using the microphone) throughout the lesson so that the
multiplication of teacher knows that they are following along the lesson and
CCSS.MATH.CONTENT.7.NS.A.3 fractions and to use grasping the content.
Solve real-world and mathematical area models to -Through the use of desmos students can work
problems involving the four represent their synchronously with their classmates and the teacher during
 Ashley Funes Lesson 1
operations with rational numbers. multiplication. class. Students are given the slides and are expected to
show all work on each slide as well as turn in their work
CCSS.MATH.PRACTICE.MP4  Model (which automatically submits). I can also review student
with mathematics. Mathematically understanding as they complete independent slides on their
proficient students can apply the own.
mathematics they know to solve
Formal:
problems arising in everyday life,
society, and the workplace. -Students are given an assessment that is recommended to
be given after each class meeting. This assessment is called
CCSS.MATH.PRACTICE.MP6  a “show what you know.” Although there is one created by
Attend to precision. the county, it is up to the me to make any changes I feel are
Mathematically proficient students necessary to the assessment. I do change it assess student
try to communicate precisely to learning based on the lesson I have specifically given
others. They try to use clear instead of a general assessment. My modifications to this
definitions in discussion with others allows me to know and understand the growth and overall
and in their own reasoning.  students understanding of the concept discussed in the
lesson that was given to them.
Language Demands: Given the language function and objective and assessments above, describe the associated
language demands (written or oral) students need to understand and/or use today.
Vocabulary: Syntax: (PART) Discourse: (WHOLE)
(WORDS)
-Reciprocal At the beginning of class there will be a review on the Students will be asked to participate in the
previous lesson of area that will help students in the warm-up so that I can have an initial
-Multiplicative lesson for today. It will help them visualize understanding of where students stand with
Inverse multiplication while using area models. area models.

-For some Students will follow along the desmos and complete Students will complete the desmos slide
student’s a new some slides independently but most of the class time is some as a class and some independently.
vocabulary constant discussion and descriptive feedback. Students The slides in which they complete
word may be are provided with anchor charts with definitions and independently will be graded as classwork
“unit fraction” examples of concepts being addressed throughout the and I will be providing students feedback
but generally lesson. as they work on them. This feedback is
that will be a private because it can be sent through
previously Students can also use the chat to contribute to the desmos, which results in no student being
known/discusse discussion if they do not feel comfortable turning their called out for any mistakes they may have.
d word. microphones on.
At the end of the lesson students will
Desmos completion which is individual work that is complete a “Show what you know”
graded assessment that formally assess what they
learned in the lesson that has just occurred.
Anchor charts are provided as well as problems are This will be graded and be put into the
modeled with students in order to multiply fractions gradebook.
and find and check a reciprocal.
Language Supports: The scaffolds, representations, and pedagogical strategies teachers provide to help learners
understand, use, and practice the concepts and language they need to learn within disciplines.
What are you modeling today, what graphic organizers, sentence starters, etc. have you created to help students complete informal and form
assessments?
- Students will be using an application/resource called Desmos where they are able to follow along interactive
slides with the teacher. They are also able to show their work and I will be able to see their solutions as they
are typing or drawing it. This tool allows students to automatically submit their work during class and it also
gives teachers the instant feedback they need in order to determine if students are grasping onto the content.
- During the lesson students are provided with the steps of which they must take in order multiply fractions.
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- At the end students will be completing a “show what you know” so that they could be formally assessed on
their understanding of the lessons content.
Lesson Procedure:
Opening Activity: DoNow Activity Time Allotted: 10 Minutes
- Students are presented with a warm-up activity that helps them get engaged and ready to learn. Students are
asked to determine which option is not true with the given statement. This warm-up will hopefully get them
thinking once again of the versatility and overall use of area models.
Assessment Measures:
- The opening warm-up/Do-Now activity is only to get students involved and engaged at the start of class. It
also requires them to recall from what they learned in the previous problem, but it is not graded. I encourage
student engagement from everyone so that I can see who has that understanding and who is struggling. This
opening activity is a formal assessment because it allows me to have that reinforcement that states where
students are in terms of mastery of the different lessons. This is a discussion-based activity so students will be
examined by what they verbally share with the class or what they share using the chat box.
Script Transition (explicitly linking concepts/activities/objectives):
- Teacher: “Now that we have had our fun in the opening activity it is time to start getting into the meat of the lesson.
Can anyone read the objective that we have on the board?”
- Student reads Objective
- Teacher: “Alrighty, thank you for reading the objective for us today. Before we dive any deeper, I am sending you all
the desmos link and I want you to complete slide 1. I just want to see what you know about multiplying fractions.”
Activity 1: Desmos Lesson Time Allotted: 30 Minutes
- At this time, we are getting into the lesson we start by discussing what is known about multiplying fractions.
Then we move onto multiplying fractions and as we move onto multiplying unit fractions to then multiplying
improper fractions, students are given time to independently solve problems. This lesson is scaffolded so that
students are gradually seeing difficult problems and having the chance to struggle and solve the problem on
their own.
Assessment Measures:
- This is an informal assessment because students are using desmos where they complete their work as it
automatically saves, and the teacher is able to monitor them while they are completing it. Students turn these
slides in and the teacher as she is observing should look for any struggling students and to see if there is
mastery of this specific content. When students are asked to complete anything on their own, they are given
feedback so that they know that what they are doing is right or headed in the wrong direction. Students will
also be asked to verbally check in to make sure that they are understanding it or if it seems familiar.
Script Transition (explicitly linking concepts/activities/objectives):
- At this point of the lesson students have completed some problems with me and some independently. Now
what they have going on is their independent time of completing a few practices questions that ask them to
essentially practice with solving before they move onto the graded assignment.
- Teacher: “Okay now you will have time to complete the following problems on your own and if you have any
questions I will be here to answer. Once you have completed these you are more than welcomed to start the
graded show what you know.”
Activity 2: Students Independent Desmos Slides Completion Time Allotted: 10 Minutes
- At this time students are expected to work independently in order to try and complete slides 12-14 on desmos.
As they are completing it they are more than welcomed to look at the examples we completed together or they
may ask any questions. As students work on that I will be monitoring their work and providing feedback.
Assessment Measures:
- As previously stated desmos allows me to look at students work as they are completing it. Therefore, I will be
monitoring their solutions and their work. I will be giving them feedback on what they have done right and
what needs to be looked at again. This is a formative assessment because students are being asked to complete
this on their own to show their understanding of the new concept. Desmos is a very useful tool for formative
assessments it helps keep track of where each student stands, and it allows students to be able to show their
work there on the screen. As students work desmos allows me to give private instant feedback to their work or
 Ashley Funes Lesson 1
I use it to ask them to assess questions so that they get on the right track to solving their problem.
Script Transition (explicitly linking concepts/activities/objectives):
Teacher: “Thank you to everyone that is completing their work. I would like to know give you your independent time
for the show what you know. You are more than welcomed to stay and complete it while still being on the google
meets. Make sure to complete this by the end of today.”

Additional Activity: Time Allotted: 5-7 minutes

- Given that this class is a GT class I am expecting two possible outcomes from students. One being that they
fully understand the concept and need more problems to complete or they do not feel too confident and they
will also need more practice. Either way I am planning on having a quizizz prepared for students to complete if
they want/need extra practice.
Assessment Measures:
- This activity will be using quizizz where the teacher can easily access information on each student. This
application gives the teacher feedback on each question, like what student got it wrong or who got it correctly.
This assesses student’s mastery of solving and graphing inequalities.
Closing Activity: Show What You Know Time Allotted: 10-12 minutes
- The last minutes of class is structured for independent time for each period (the school’s guidelines). During
this time students are more than welcomed to stay logged onto the google meets while they complete the show
what you know. The show what you know is a formative assessment that students must complete in order to
show their understanding.
Assessment Measures:
- Students are completing this show what you know, which is graded, and it does go on the gradebook. This
gives me an understanding of where students stand in terms of this topic without constant support and
feedback. This formative assessment allows us to see the level of understanding of each student, because it is
graded students are motivated to actually try their hardest.
(What will you have students do if you have time left in class?):
- If students want more practice, they can be given the opportunity to solve and review more examples for extra
practice.
Connections to Research and/or Theory:
- Checking for understanding theory by the theorist Barak Resenshine. Throughout this lesson there is constant checking
for the students understanding. Students are often asked to share their work and to not only share their reasoning, but
they are asked to try to explain a classmate reasoning or problem. Students are asked to try and explain how to solve this
problem, which can show whether the student is understanding the lesson.
- The conversation theory by Gordon Pask, because students are often engaged in meaningful conversation as a whole
class. In this lesson they are encouraged to share their thoughts on their methods. Students are encouraged to share their
thoughts on the new material and their solutions/approaches.
- The Social Learning theory because it allows students to learn collaboratively, from each other. They are allowed to
share as a class what they have found and what they understand so that their peers are learning from each other. Even in
this virtual setting, this lesson sets the environment as one that students could maximize the opportunity to communicate
with each other through discussion, collaboration, and the constant opportunity to receive feedback.
- Constructivist learning theory is explored in this lesson because students are given a real-world problem. This allows
students to bring some relevance and connections to math outside of the classroom.

Opening Slide with warm-up and objective:

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DESMOS:
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SHOW WHAT YOU KNOW Formal Formative Assessment:

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