D185 Task 3 Ab

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Walden University *

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2001C

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Mathematics

Date

Jan 9, 2024

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docx

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Uploaded by ColonelIce3453

D185 Task 3 Leveraging Digital Tools to Design Authentic Learning Digital Tool Lesson Plan The math lesson is about fractions @ the 3rd grade level. The Missouri Learning Standard 4. AB.F.a and 4.AB.F.b is the standard that will be followed to address the comprehension of frac- tions. A fraction can be used to represent a portion of the whole, when the whole is partitioned equally. The quantity formed by one part when a whole is partitioned into equal part is a unit fraction. 4.AB.F.a Decipher and recognize the numerator as the number of pieces being observed and considered. Decipher and recognize the denominator as the number of pieces that make a whole. 4.AB.F.b (Missouri Department of Elementary and Secondary Education, 2019) Materials Chromebook, dry erase board, dry erase marker, pencil Objectives The goal is that the students will learn and master the part/whole relationship in fractions and that the students will be able to decipher and demonstrate what numerator and denominator of a fraction are. Essential Question What is a numerator and denominator in a fraction? Learning Activities

There will independent work from students using their Chromebook and Google Slides. There will also be direct instruction from the teacher about part/whole relationships, numerator, denom- inator, fractions and teamwork with dry erase boards. Lesson: Direct Instruction (I do) In the beginning of the lesson, I will let the students know what I expect from them at the end of the lessons so I introduce the lessons aims and goals. I will demonstrate through direct instruc- tion several visuals of real-life practical examples of fractions and how it impacts our daily lives. For example, in food with pizza and at work with dividing up tasks, fractions can be used. I will use this type of examples if a family likes chicken on their pizza, and another friends likes pep- peroni and your dad wants sausage, one would need to know how to use fractions on the pizza to get what you want. Furthermore, I will also divide a pizza in halves, quarters and eights so I can help them understand the part/whole relationships of the whole fraction. Next, I will go and ex- plain to them what the numerator means, (part or piece of fraction) on the top of the fraction and what the denominator (total or whole amount) means on the bottom of the fractions. The Google slides prevention of the visual images will also help further explain real-life examples like this. The guided instruction (we do) will demonstrated as a scenario where we are printing to bake cookies in the classroom and I will print the students with a scenario of another student at the bakery. There are 8 circles in the cookie tray and I will provide them paper to draw 8 circles to show the cookies and sprinkles are only 4 of the cookies and 4 with icing. As a result, we will demonstrate how to show the 4 icing cookies and sprinkles on 4 of the cookies in a fraction with numbers in the numerator and in the denominator. In collaborative learning or “you do together”, I will break the students into groups of 3 or 4 stu- dents to discuss how the decipher the next scenario by drawing the problem and displaying it

with a fraction. Then, I will have each group show to the rest of the class their respective sce- nario, the results of it and how they derived the results. Independent Learning (You do alone): The students will perform independent learning by using their Chromebooks and accessing the Google slides activity from the Canvas assignment that I created. The student will complete the activities on each slide after they make a copy of the slides. The students would have completed this assignment like the previous scenarios, with the exception of the problems being different. As a result, the student will be able to capture the essence of parallel learning in this fashion. Assessment The lessons will follow a formative assessment. The students will create their own real-life sce- nario and a fraction that demonstrates their scenario on the last slide of the activity. I will review all the Google Slides that the students have created as they share will the class and will assess how well the students were able to comprehend fractions as a whole. Essential Question The students will use the digital tool of Google Slides as a guide to respond to essential questions of deciphering the numerator an denominator in a fraction, thereby maximizing the genuine learning experience. Moreover, there is a gradient of levels of interest, readiness and ability lev- els of multiple graphic representations of fractions that serve as varying options for the student to choose from. They can also demonstrate the different multiple ways of arriving at their answers. For instance, the students have a choice of typing the responses directly in the blanks spaces or they can box in or circle the graphic representations of the fraction on the given multiple choice exams. As a result, there are more chances at maximizing positive outcomes from the integrative content that the students get to engage in the learning process.

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