Daily Lesson Plan
Class: Math
Topic: Fractions
Date: Jan 17
Time: 50 min
Content Standards:
Number and Operations—Fractions 5.NF
Use equivalent fractions as a strategy to add and subtract fractions.
2. Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions
to estimate mentally and assess the reasonableness of answers
Apply and extend previous understandings of multiplication and
division to multiply and divide fractions.
3. Interpret a fraction as division of the numerator by the denominator
(a/b = a ÷ b). Solve word problems involving division of whole
numbers leading to answers in the form of fractions or mixed numbers,
e.g., by using visual fraction models or equations to represent the
problem
Technology Standards:
III. TEACHING, LEARNING, AND THE CURRICULUM
Teachers implement curriculum plans that include
methods and strategies for applying technology to
maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that
address content standards and student
technology standards.
Learning Objective(s): Students will
SWBAT recognize fractions within day to day life
SWBAT judge which fractions are equivalent, less than, or greater than in a set of numbers
Activities or Procedures:
1) We will begin by talking about what fractions are. Students will have had a basic understanding that fractions are parts of a whole. This lesson is re-introducing the concept for this grade. We will be looking on my wiki http://yourlifematterstoday.wikispaces.com/ at the videos on my fractions page. After viewing them together, students will be required to fill out the form for formative assessment, at the bottom of the page to tell me how they saw fractions being used in their day (option 1 for assessment).
2) I will show them my voki from my wiki http://yourlifematterstoday.wikispaces.com/Voki . Students will be required to make their own voki describing how they see fractions used in daily life, and upload it within the next week. This is a form of formative assessment ( option 2 for assessment).
3) Students will be required to either fill in the form on the fractions page of the wiki, or create and upload their own voki within the next week. Either of these assignments can be used as this is formative assessment. It is my hope that all of my students will be able to complete the assessment that best suits their learning style.
4) We will look at my thinglink page on wiki http://yourlifematterstoday.wikispaces.com/Thinglink. After the class comes up with ideas of how fractions can be seen in the photo, they will then start working on their own thinglink. Photos may be of anything that they wish. They need to find 5-7 fractions they spot. Creativity is welcome (it is ok to say that there is ⅔ tsp of soda in a recipe that is not “visible”. It is being able to find where fractions are as well as actually seeing the visual. Students will need to upload their thinglink to the wiki page. Students will need to comment on at least 3 peer’s thinglinks of at least one other fraction they see in their peer’s thinglink. Collaboration is good for the students to be able to see things inside each other’s work. Sometimes our peers see things that we can’t.
5) My wiki is used as a means of collaboration between the students. It is a platform that I can present things on that can be gone over in class or that the students are able to look at outside of class. Students are able to showcase their own work on the wiki. They will be able to share this with classmates and with their families so that they can see what their students are learning.
Assessment and evaluation:
The google form will give a formative assessment of where each student is and if they are able to see fractions within their daily life.
The voki is a different format of formative assessment that allows each student to state how they saw fractions and math in their day.
Thinglink is a formative authentic assessment. This shows from an image if the students are understanding where fractions pop up in their daily life.
Materials needed:
Computers with internet access
Other Important Considerations:
In what ways does this lesson stimulate higher order thinking? What evidence do you have that all students are thinking beyond knowledge and comprehension?
Students will not see fractions staring them in the face. It is necessary to think outside of the “normal” box to find places where fractions can be found. Once students realize that fractions are actually only numbers, which include whole numbers, it will be easier to notice different places that fractions are visible. Math is not just problems that are written out on paper for students to solve.
How does this lesson reflect your knowledge of learning styles/intelligences? Are students with various learning styles/intelligences having their learning needs met? What evidence do you have of this?
I am using different forms of assessment to reach the different students in my class. Some are more logical and can write answers for assessment. I have a google form for those students to fill out. For my students that are more visual and artistic, they will be assessed through the voki option. The students will be collaborating with finding fractions within the classroom when we look at the thinglink that I have created as well as picking apart the other photo pictured on the wiki page for my thinglink.
In what ways does this lesson reflect your appreciation of human diversity? (exceptionality, language, socioeconomic status, culture, family and community values)
I can appreciate that not all students think the same way. This is why there are different forms of assessment. The need to do all of this online does not lend itself to diversity within socioeconomic status. If my classroom only has 4 computers available and the students need to work as teams, they will be collaborating which is healthy for the classroom community. However, if students need to complete a thinglink at home and do not have a computer this is a problem. My lesson focuses on seeing fractions in daily life. I believe this is important because most people are not keen on math, especially fractions. If these students can learn young to see that fractions are a part of normal life (money, time, cooking, etc) then I have helped a whole culture and community at the same time. By allowing students to create a voki and a thinglink I am encouraging them to create something at the level they are comfortable.
Class: Math
Topic: Fractions
Date: Jan 17
Time: 50 min
Content Standards:
Number and Operations—Fractions 5.NF
Use equivalent fractions as a strategy to add and subtract fractions.
2. Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions
to estimate mentally and assess the reasonableness of answers
Apply and extend previous understandings of multiplication and
division to multiply and divide fractions.
3. Interpret a fraction as division of the numerator by the denominator
(a/b = a ÷ b). Solve word problems involving division of whole
numbers leading to answers in the form of fractions or mixed numbers,
e.g., by using visual fraction models or equations to represent the
problem
Technology Standards:
III. TEACHING, LEARNING, AND THE CURRICULUM
Teachers implement curriculum plans that include
methods and strategies for applying technology to
maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that
address content standards and student
technology standards.
Learning Objective(s): Students will
SWBAT recognize fractions within day to day life
SWBAT judge which fractions are equivalent, less than, or greater than in a set of numbers
Activities or Procedures:
1) We will begin by talking about what fractions are. Students will have had a basic understanding that fractions are parts of a whole. This lesson is re-introducing the concept for this grade. We will be looking on my wiki http://yourlifematterstoday.wikispaces.com/ at the videos on my fractions page. After viewing them together, students will be required to fill out the form for formative assessment, at the bottom of the page to tell me how they saw fractions being used in their day (option 1 for assessment).
2) I will show them my voki from my wiki http://yourlifematterstoday.wikispaces.com/Voki . Students will be required to make their own voki describing how they see fractions used in daily life, and upload it within the next week. This is a form of formative assessment ( option 2 for assessment).
3) Students will be required to either fill in the form on the fractions page of the wiki, or create and upload their own voki within the next week. Either of these assignments can be used as this is formative assessment. It is my hope that all of my students will be able to complete the assessment that best suits their learning style.
4) We will look at my thinglink page on wiki http://yourlifematterstoday.wikispaces.com/Thinglink. After the class comes up with ideas of how fractions can be seen in the photo, they will then start working on their own thinglink. Photos may be of anything that they wish. They need to find 5-7 fractions they spot. Creativity is welcome (it is ok to say that there is ⅔ tsp of soda in a recipe that is not “visible”. It is being able to find where fractions are as well as actually seeing the visual. Students will need to upload their thinglink to the wiki page. Students will need to comment on at least 3 peer’s thinglinks of at least one other fraction they see in their peer’s thinglink. Collaboration is good for the students to be able to see things inside each other’s work. Sometimes our peers see things that we can’t.
5) My wiki is used as a means of collaboration between the students. It is a platform that I can present things on that can be gone over in class or that the students are able to look at outside of class. Students are able to showcase their own work on the wiki. They will be able to share this with classmates and with their families so that they can see what their students are learning.
Assessment and evaluation:
The google form will give a formative assessment of where each student is and if they are able to see fractions within their daily life.
The voki is a different format of formative assessment that allows each student to state how they saw fractions and math in their day.
Thinglink is a formative authentic assessment. This shows from an image if the students are understanding where fractions pop up in their daily life.
Materials needed:
Computers with internet access
Other Important Considerations:
In what ways does this lesson stimulate higher order thinking? What evidence do you have that all students are thinking beyond knowledge and comprehension?
Students will not see fractions staring them in the face. It is necessary to think outside of the “normal” box to find places where fractions can be found. Once students realize that fractions are actually only numbers, which include whole numbers, it will be easier to notice different places that fractions are visible. Math is not just problems that are written out on paper for students to solve.
How does this lesson reflect your knowledge of learning styles/intelligences? Are students with various learning styles/intelligences having their learning needs met? What evidence do you have of this?
I am using different forms of assessment to reach the different students in my class. Some are more logical and can write answers for assessment. I have a google form for those students to fill out. For my students that are more visual and artistic, they will be assessed through the voki option. The students will be collaborating with finding fractions within the classroom when we look at the thinglink that I have created as well as picking apart the other photo pictured on the wiki page for my thinglink.
In what ways does this lesson reflect your appreciation of human diversity? (exceptionality, language, socioeconomic status, culture, family and community values)
I can appreciate that not all students think the same way. This is why there are different forms of assessment. The need to do all of this online does not lend itself to diversity within socioeconomic status. If my classroom only has 4 computers available and the students need to work as teams, they will be collaborating which is healthy for the classroom community. However, if students need to complete a thinglink at home and do not have a computer this is a problem. My lesson focuses on seeing fractions in daily life. I believe this is important because most people are not keen on math, especially fractions. If these students can learn young to see that fractions are a part of normal life (money, time, cooking, etc) then I have helped a whole culture and community at the same time. By allowing students to create a voki and a thinglink I am encouraging them to create something at the level they are comfortable.
http://yourlifematterstoday.wikispaces.com/
Can I be honest here? Creating lesson plans is hard when I've never really been in the classroom for much more than a couple of hours at a time. It is also difficult to know how to implement technology that will be with purpose that will encourage students to grow and learn. To be a facilitator is difficult when I'm not really sure what the lesson should really cover. College has been great about this, "teaching" us how to "teach". It can be humorous when I'm in the right mood. I really like the idea of the wikispace. I'm still grappling with how to use it effectively. I'm not positive that my use of it is what would be the most helpful for my students. I have to admit it is growing on me. I can see using the wiki for helps that students could check out on their own. I also like it as a gallery of the students work. I'd love to do this for my students!