Questions On The Lesson Plan

Students will be able to tell me the names of different vocabulary terms used in different problems: dividend, divisor, quotient, remainder

My goal is to assess student’s prior knowledge of division and to teach students how division can be modeled by using place-value blocks so students can see that division consists of arranging items into equal groups. My goal for day one is to help students develop and understanding of division through the use of manipulatives and drawings so when they transfer that knowledge to day two, students will have a better sense that division consists of dividing a large number into equal groups. By using place-value blocks I also want students to visually see what a remainder looks like so they can better understand what a remainder represents. Sometimes students can’t understand the definition of a remainder which is the part that is left over after

Teacher divides the class into five groups. On each group table the teacher puts a set of fractions cards and a set of five labeled small boxes. The boxes are labeled as following (one whole, between one-half and one whole, less than one half, one half, more than one whole).

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

In the chapter, “Equal Sharing Problems and Children’s Strategies for Solving them” the authors recommend fractions be introduced to students through equal sharing problems that use countable quantities because they can be shared by people or other groupings. In other words, quantities can be split, cut, or divided. Additionally, equal sharing problems assist children to create “rich mental models “for fractions (p.10).

[ The lesson plan was cut short due to a two hour snow delay, this change forced the lesson plan time to be shorter than expected. Due to this change, I decreased the amount of whole group instruction. I made this adjustment because I wanted to offer students as much peer discussion and social learning as possible within the time offered. ]

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

In a fifth-grade math classroom, the standard of the lesson of the day was 5NF 1 because the lesson covered the learning of addition and subtraction fractions. In the lesson, students learned to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. (a/b + c/d= (ad + bc)/

To hook the students into our lesson, I will tap into their prior knowledge and develop students’ interest by completing the dot plate activity. Before introducing the game I will model to the students using the dot plates and use the key language to review what greater than, less than, and equal to groups are. I will hold up two different plates and count the dots on each plate, one plate at a time. I will then think aloud about which group is greater than the other, I will then pick the plate that is greater than and explain why it is the greater than group. I will do the same for two plates with one group that is less than, and then again with two plates that are equal. I will then explain the rules of the dot plate game. Each student will

Verbal- Linguistic: Students will write and present their solutions to the rounding riddles in guided practice.

Activity: TTW discuss with students pass lessons of multiplication facts and the way to solve them. TTW will write on the little white board a multiplication fact: 2x3 that means 2 groups of 3, 3+3, she will draw figures that show the groups and array.

The purpose of this interview is to determine if the subject has the ability to convert compound fractions to improper fractions and vice versa. The data will be used to determine if the subject is ready to move on in content or if remediation is needed in this area. The use of fractions is paramount in mathematical computation, and it is essential that one be able to convert back and forth between forms. This report will start with a description of the subject. Next, a description of the interview along with a transcript will be presented. With that an analysis of the results will be presented followed by a conclusion.

Students will use tablets and/or computers to complete Ten Mark task and to play Falling Numbers computer game (http://www.counton.org/games/map-fractions/falling/ ). Each student was assigned task inTen Marks according to their individual needs and then played the Falling Numbers game, which focuses on multiplying fractions and whole numbers.

Taking multiplication of fractions farther, students in the fifth grade learn how to interpret multiplication by scaling. This is done by saying, “one object is four times as much as another.” For example, if two rectangles are laid side by side it is easy to see how one could be split up in to four pieces while the other stays whole. The rectangle not split up is considered four times bigger than the one split

Again, a class discussion will follow regarding the correctness of the answers given.  I will wrap-up the topic by summarizing the entire unit and allowing the class to ask any questions they may have relating to fractions and the use pattern