LESSON PLAN
Autumn E. Sheldon
TITLE: |
||||||||||||||||||||||||||||||||||||||||||||||
CONTENT
AREAS: |
||||||||||||||||||||||||||||||||||||||||||||||
GRADE
LEVEL: |
||||||||||||||||||||||||||||||||||||||||||||||
MATERIALS NEEDED:
|
||||||||||||||||||||||||||||||||||||||||||||||
KEY
CONCEPTS: |
||||||||||||||||||||||||||||||||||||||||||||||
EALR'S : 2.3 5.3 |
||||||||||||||||||||||||||||||||||||||||||||||
Grade Level Expectations (Make the connections clear and specific): 1.1.1(4th grade) - -
1.1.2 (4th grade) - -
1.1.2 (5th grade) - -
5.3.1 (4th and 5th grade)- - using the pies will help students in starting to understand fraction in everyday life |
||||||||||||||||||||||||||||||||||||||||||||||
GOALS (Remember
the difference between goals and objectives):
|
||||||||||||||||||||||||||||||||||||||||||||||
OBJECTIVES: |
||||||||||||||||||||||||||||||||||||||||||||||
PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization)
Students have a good grasp on adding, subtracting, multiplying, and dividing.� Students have been introduced to fractions and have practiced making things into fractions (such as a paper pizza).� Students have not yet practiced ordering fractions.� At the end of one of the lessons the teacher asked, �If I had 2 slices of an 8 sliced pizza and John had 2 slices of an 8 sliced pizza who would have more?�� Most students quickly answered that the teacher would.� Now the teacher had the students get out a piece of paper to answer a question from on the board.� The question read, �I had 2 slices from a 6 sliced pizza, Hailey had 4 slices from a 9 sliced pizza, and Sam had 3 slices of a 7 sliced pizza.� Who got the most and who got the least pizza?�� Some students tried to draw out the picture, some just wrote and answer (which the majority were incorrect), none tried to get a common denominator.
Teacher, �If someone offered you some of your favorite pie, which would you rather have 1 slice or 3 slices?�� Class shouts out, �3 slices!�� Teacher, �What if the 3 slices put together were smaller than the 1 slice by itself?�� Class, a bit quiet, seems unsure, some students respond by saying �Well I guess 1 slice.�� Teacher, �If someone offered you 2 slices from a 7 sliced pie, verses 3 slices from an 8 sliced pie how would you know which one to pick to get the most pie?�� Class has a short discussion of possible different methods of checking to see which one would be the most.
After the discussion has gone on for a bit the teacher will call the class back to attention.� The teacher explains to the class that she is going to teach them one method that they can use for ordering fractions.� The following is the order in which the teacher will show the students the new strategy. 1) Comparing the fractions 2/3 and 3/5 2) First take 2/3 and in a box (one the sheet handed out by the teacher) draw 3 vertical lines (3 for the number on the bottom) 3) Do the same with the other fraction but this time draw 5 (number on the bottom) lines horizontal. 4) Shade in 2 out of 3 (2/3) on the first drawing and 3 out of 5 (3/5) on the second
5) With the 1st fraction 2/3 draw 5 lines horizontal (5 from the other fraction) and 3 lines vertical on the second fraction (3 for the first fraction). 1st fraction:
2nd fraction:
6) Now the students count up the shaded areas (top number) in contrast to the none shaded areas (bottom number). 1st fraction is 10/15 verses the 2nd fraction that is 9/15, the fraction with the most shaded area is the biggest fraction so 2/3 > 3/5.
Students will practice using this strategy with several other sets of fractions.� This lesson is the start of ordering several sets of fractions and in working with bigger fractions where other strategies will be used. |
||||||||||||||||||||||||||||||||||||||||||||||
POST-ASSESSMENT
|