Equivalent Fractions Teaching Plan

Equivalent Fractions Teaching Plan

California Common Core Standard 4.4.NF Number and Operations-Fractions

4.4.NF.1- Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 

Set the Purpose:

• In this lesson, we will use fraction strips to show equivalent fractions. Equivalent fractions name the same part of a whole.

Content:

1. Students will use fraction strips to show equivalent fractions. The students will go to the end of 2/3 on the fraction strips. Then students will use a ruler to find equivalent fractions that comes to the same end as 2/3. This method is best for English Language Leaners, Special Needs Students, and the students that fear math.

2. Multiplying the numerator and denominator by the same number to make an equivalent fraction.

    For Example:  1  =  ?     This method is commonly used with On-level students and Advanced/
                             3      6                                                                                            Gifted Learners.

3. Divide the numerator and denominator by the same number to find an equivalent fraction.
    For Example:  6  =  2      This method is commonly used by Advanced/Gifted Learners.
                            15      ?

Delivery:

The teacher will start with the entire class by introducing equivalent fractions through the use of fraction strips. Then the teacher will explain the methods using multiplication and division to the entire class. After explaining all methods, the teacher will ask the students questions. The students will write their answers on whiteboards and hold them up to show their answers to the teacher. Based on the students' answers, the teacher will determine if the students may complete their worksheet individually or in groups. Students are then grouped based on similar abilities. There will be 3 groups for each differentiation of content as listed above. 

If a paraprofessional is present in the room, they will work with the English Language Leaners, Special Needs Students, and the students that fear math on the content with the use of fraction strips. ELL's and Special Needs Students are more successful and engaged in the content though the use of manipulatives. The teacher will float between the On-level students and Advanced/Gifted Learners to see if they need additional instructions or support. 

If a paraprofessional is not in the classroom, then the teacher will begin with the ELL's, Special Needs Students, and students that fear math to provide additional interactions and assistance on the fraction strips. Once these students are more comfortable on the content and answering questions correctly, the teacher will float between the On-level students and the Advanced/Gifted Learners to provide additional instructions and support if needed. 

Assessment:

1. The teacher will assess the entire class by having students write answers to questions on their whiteboards. The students will hold up their answers for the teacher to review. Based on the student's answers, they will be grouped by similar abilities. 

2. The teacher will assess the ELL's, Special Needs Students, and students that fear math by students being able to show equivalent fractions through the use of their fraction strips.

3. On-level students and Advanced/Gifted Learners will be assessed by the teacher asking questions and observing their answers on their worksheets while the teacher floats between both groups.

4. The entire class will be assessed at the end if the lesson by turning in exit cards for the teacher to check for understanding of the content. ELL's, Special Needs Students, and students that fear math will be allowed to use the fraction strips to complete the exit cards. The On-level group will use multiplication to complete their exit cards, while the Advanced/Gifted Learners will use both multiplication and division to complete their exit cards. 

Example of Fraction Strips

    

Describing the Lesson: Which way can we go?

Introduction

Students will locate objects in the classroom by using the cardinal direction flashcards found in a jar or container.  

Explicit Instruction/Teacher Modeling

Students will learn how to label a compass rose. Using the town map, students will state which direction they are going between two locations on the map. 

Guided Practice/Interactive Modeling

The town map will be displayed on the interactive whiteboard. Each student will have their own paper doll. Each student will the opportunity to walk their paper doll from one location to another. Classmates will name the direction of the paper doll's movement on the map. This procedure will continue until each student has the opportunity to move their paper doll. 

Independent Working Time

Each student will have their own piece of drawing paper or construction paper to create their own map. The students will draw arrows on their map from a starting point to an ending point. They will then write sentences describing the movement of the arrows while using cardinal directions. 

Technology Integration

An outline map will be displayed on the interactive whiteboard. A specific location will be located on the map. Students will explore places that are to the north, south, east, and west to that location.

Extend- Differentiation 

Advanced/Gifted Learners will use the state directions map to gain an understanding of the directions of northeast, southwest, etc. Students that need extra support will use the position and direction worksheet.   The position and direction worksheet reteaches concepts of cardinal directions. 

Assessment

Students will be asked to label a compass rose. They will be asked to use the compass rose to answer questions about the map. Questions will be read aloud to the students by the teacher. The teacher is assessing the students' knowledge of directions. 

Review and Closing

Cardinal direction flashcards will be placed on the wall throughout the classroom. The teacher will tell students that they spy something on the north, south, east, or west side of the classroom. The students will then guess what object is in the direction the teacher mentioned. The student that answers correctly will choose the next object in the direction north, south, east or west.

Differentiation Within the Lesson in Terms of Increasing Leaner Access to Content:

The various activities used in this lesson provides the students with an increased access to the content on cardinal direction. The students are accessing the curriculum through visual-spatial, kinesthetic, verbal, and interpersonal. The students were introduced to the material though multiple learning styles, which increased their access to the content of the lesson. For example, the differentiation on activities in the enrichment section of the lesson enhances the material presented to Advanced/Gifted Leaners based on the students' abilities. 

Assuring Responsibility for the Learning of Each Child Within the Lesson

The teacher assures the responsibility for the learning of each child within the lesson by actively engaging each student on the activities through the various learning styles. The teacher also assures the responsibility for the learning of their students through differentiating the activities to meet the individual needs of the students. The teacher offers many opportunities for the students to display their understanding of the content. If a student does not understand, the teacher may reteach the material to ensure the students are comprehending the information being presented. 

Project Based Learning

Lesson: Which way can we go? (50 minutes)

First Grade

Standards: RI 1.5, W 1.2

Learning Objectives

Students will be able to identify on a map the directions North, South, East, West. Students will also be able to write sentences with the use of cardinal directions. 

Materials

• 1 Set of direction flashcards
• A jar or container
• Cardinal directions worksheet
• Town map PDF
• White drawing paper or construction paper
• Class set of pencils
• Crayons or colored pencils
• Writing paper or sentences strips
• Precut paper dolls
• Position and directions worksheet
• State Directions worksheet
• Cardinal Directions flashcards
• Tape

Introduction (5 minutes)

• Place the direction flashcards in a jar or container.
• Have direction flashcards posted in the classroom to help students with directions.
• Pull out a card and read it to the students.
• Ask the students to point and name something that is in that direction. 
• Continue with the remainder of the cards.

Explicit Instruction/ Teacher Modeling (10 minutes)

• Display the Town Map worksheet.
• Show the students north, south, east, and west.
• Using the sentences on the bottom of the map and a paper doll, demonstrate how the students can find the direction and name the directions of north, south, east, and west. 

Guided Practice/ Interactive Modeling (10 minutes)

• Invite a student to come up to the interactive white board or the enlarged Town Map worksheet.
• Give the student a paper doll, and tell the student that he can start at any location on the map and move the paper doll somewhere else on the map. 
• Invite other students to name the direction of the paper doll's movement.
• Continue with the same procedure, inviting other students to come up and model the movement of a movement of a paper doll while the other students name the direction that the paper doll is moving. 

Independent Working Time (15 minutes)

• Direct the students to use the map as a model and to create their own maps on a piece of white drawing paper or construction paper. 
• Ask the students to draw arrows on the map and then write sentences about movement and direct on the map. For example, students could write: The playground is north of the post office.
• As needed, provide additional modeling and sentences examples. 

Extend

Differentiation 

• Enrichment: Teach a mini-lesson on combining directions to be more specific. Challenge students to use more complex descriptions of direction, such as northeast, southeast, etc. Have students complete the State Directions worksheet.
• Support: Use the Position and Direction worksheet to reteach concepts of cardinal directions. Provide illustrations of ties of buildings and landmarks students could use in creating their maps. Label students' papers with the cardinal directions.

Technology Integration

• Use an online map to help students explore more about the cardinal directions.
• Guide students in locating your location, and help them explore places that are tot the north, south, east, and west of that location.

Related Books and/or Media

• Up North and Down South by Doreen Gonzales
• There's a Map on my Lap by Tish Rabe
• The Compass Rose and Cardinal Directions by Caitlin McAneney

Assessment (5 minutes)

• Use the Cardinal Directions worksheet to assess students' knowledge of directions.
• Read the questions aloud to students, and ask them to write the answer beside each question.

Review and Closing (5 minutes)

• Play an "I Spy" direction game.
• Place the Cardinal Directions flashcards in the corresponding location around the classroom, taping them on the wall.
• Using those direction, tell the students that you spy something on the north, south, east or west side of the classroom.
• When a student answers correctly, ask them to spy something in one of those directions.

Rubric for Lesson: Poster Report on California's Regions

RubiStar

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org)

Making A Poster : Presentation/Poster Rubric Teacher Name:  Jennifer Dolainski Student Name:     ________________________________________

CATEGORY	4	3	2	1
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Graphics - Originality	Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.	One or two of the graphics used on the poster reflect student creativity in their creation and/or display.	The graphics are made by the student, but are based on the designs or ideas of others.	No graphics made by the student are included.
Required Elements	The poster includes all required elements as well as additional information. Information is organized and well placed.	All required elements are included on the poster. Information is organized and well placed.	All but 1 of the required elements are included on the poster. Information is organized and well placed.	Several required elements were missing.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness and easy to understand the content.	The poster is attractive in terms of design, layout and neatness. It is easy to read.	The poster is acceptably attractive though it may be a bit messy. Needs some improvement in design.	The poster is distractingly messy or very poorly designed. It is not attractive.
Content - Accuracy	At least 7 accurate facts are displayed on the poster. The project has excellent spelling, grammar, punctuation and original content.	5-6 accurate facts are displayed on the poster. The project has 1-2 spelling, grammar, or punctuation errors with original content.	3-4 accurate facts are displayed on the poster. The project has 3-5 spelling, grammar, or punctuation errors with original content.	Less than 3 accurate facts are displayed on the poster. The project has multiple spelling, grammar, or punctuation errors. Some content is copy and paste.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.

Date Created: Feb 12, 2016 11:45 pm (CST)

Lesson: Poster Report on California Regions

Objective: Students will research one California's regions and collect information on the region's vegetation, wildlife, geographical features, major destinations, historical landmarks, and other fun facts.

Students will be placed in a group to search for a variety of images representing their region and add related captions based on their research and images of their poster. Research will be displayed on a poster board and presented orally by all members of the group.

Directions: 

• Include 4-8 pictures representing the characteristics of the group's region.
• Research information to add captions to your pictures on the group's poster.
• Include the following information on the poster:
• Types of plants in the region.
• Animals living in the region.
• Natural features of the region.
• Activities people do for recreational fun.
• Major destinations/ attractions of the region.
• Show natural resources with pictures.
• Show commercial uses with pictures.

Differentiation of Tasks:

English Language Learners and Special Needs Students will be in charge of drawing the map of California and where the cities and landmarks are located on the map. The Advanced/Gifted Learners and rest of the students in the group will show where to draw and glue the pictures, do all the coloring, and research for the captions written on the poster. When the group presents their poster orally, each student will be given time to speak. ELL's will discuss the pictures on the poster. Special Needs Students will talk about the animals and plants of the region. All facts written on the poster will be shared by the Advanced/Gifted Learners and the rest of the students in the group. 

Various Learning Preferences:

This lesson addresses various learning preferences. ELL's and Special Needs Students will benefit from using pictures to learn information on the California region. Some students are visual learners and comprehend better by using pictures as opposed to reading and writing the information. The kinesthetic learning preference is also addressed in this lesson. Some students will work better on the poster due to the ability of standing up and having some movement while working on their poster. Working in a group will also help the students feel more comfortable. They can all work together to find pictures on the internet to copy for their poster. ELL's and Special Needs Students may become frustrated when left alone to complete their work. Working in a group will help them learn the information without having them read material above their level. I also really like having students of different abilities work together in groups to support one another. A poster board allows for many different jobs to be performed by students at different levels. 

Hello. My name is Jennifer and I am currently working on getting my teaching credential and masters degree from National University. I have desired to be a 1st grade teacher since I was in elementary school. I put this dream on hold when I was promoted quickly into management while working in retail when attending college and San Diego State University. While working in retail, I felt like something was missing in my life. I began volunteering in a first grade classroom and was immediately reminded of my passion for teaching. I knew right away that it was time for me to go back to school and get my teaching credential.

While volunteering in a first grade classroom, I quickly learned the importance of differentiating instruction. Classrooms are filled with a wide diversity of students whom receive and comprehend information from various methods based on their abilities, interests, and background knowledge. For example, some students learn best visually, while others retain information better from audio. Teachers must get to know their students, assess their students, then differentiate their instructions based on the student's ability and needs. In a general education first grade classroom, I observed a teacher begin a new math lesson on multiplication by presenting the material to the entire class. At the end of the lesson, she check for understanding by asking questions and having students answer practice questions on the board. Students that understood the math lesson began their worksheet at their desks independently. There was a small group of students that did not understand the lesson and needed further assistance through differentiated instruction. The English Language Learners in her classroom had difficulty with understanding the problems on their worksheet. The teacher drew pictures to further explain the math lesson. For 2 X 3, she drew two groups of 3 apples. Then she had the students add all of the apples and put their answer on the worksheet. Other students used cubes to complete the problem 2 X 3. They had three cubes together in two rows. The teacher also had some students work in partners on the worksheet. The students were grouped based on their abilities, for example, a student of higher level ability was grouped with a student of lower level ability. It is extremely important teachers create various methods for presenting material to their students to meet all their students abilities and needs.