Design for Learning

Instructor: Miss Allen Lesson Title: Lesson 8.7 Curriculum Area: Math Grade Level/Cooperating Teacher: Mrs. Moore/3rd Date: 2.18.2014 Estimated Time: 1 hour

Standards Connection: CCSS.MATH.CONTENT.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Learning Objective(s): By the end of the lesson, the students will be able to specify and separate a whole into equal parts, identifying and counting unit fractions using concrete models and visuals. Learning Objective(s) stated in kid-friendly language: Students, today we are going to be exploring one of my favorite things in math! We are going to look at groups of objects, divide them up into different parts, and then name the parts with a fraction!! We have just learned how to name fractions by naming the specific part of whole, so today we are going to take it to the next level. Evaluation of Learning Objective(s): The students will be assessed from a checklist. This will determine if the students have completed all of the work. The checklist will also be used to assess what the children understand and in what areas the students need more practice. The checklist will determine the following: How many problems did the student answer correctly? Do they understand whole and parts? Is the student able to complete 8/9 of the problems correctly? Additional Comments: (fixed redos? Didnt understand in teacher station, etc.?) Engagement: Boys and Girls! Lets review our math rules!! When you are in challenge, you should be working on target the question and if you finish, you dont talk, but you work on the extra challenge sheet in the basket. There should be no talking while you are in independent!! If you finish, you work on a challenge sheet, but there is absolutely no talking, and remember, you should not be sitting next to someone at this station either. For the game station, some talking has to go on here, but you should not be getting rowdy. Stay on task and play Fraction Fun. And for teacher station, there should be no talking while I am teaching. If you have a question about the lesson, wait until I am finished teaching to raise your hand because I may answer your question later on in the lesson. So, now that we have gone over our rules, lets take a look back in time at what we have previously learned. Up on the board, there is a circle divided into how many parts?

FOUR!! Yes, the circle is divided into four separate parts and how many parts are shaded? ONE! Correct!! What fraction names the shaded part? Explain how you found the answer. . There are four parts and one out of the four parts is shaded, so the fraction is . Thank you so much for your awesome explanation!! That is wonderful!! Now, there are three shaded parts, what fraction names the shaded part? . There are three parts shaded and four parts total in the whole circle, so the fraction is . Wow! You all are smart. Time to dig into some more fun fractions!! Please go ahead to your station. Learning Design: I. Teaching: [Start the buzzer for 13 minutes!) How can you describe a fraction of a group? [Give the students some time to think] It would be part of a group!! Yes!! If you have a group of 3 crayons, and 2 were blue, the fraction of the blue crayons would be 2/3 and this is because 2 of the crayons are blue (the part) and there are 3 crayons total!! Now, turn to page 333 in your Big Book! [P.333 in the Go Math Book] I am going to read the Unlock the Problem so please follow along. Jake and Emma each have a collection of marbles. What fraction of each collection is blue? Everyone take a moment to look at the two pictures [Give them time to look at the problem and think about the answer.] So, Jake has 8 marbles! He has 3 blue marbles! I am going to fill in the blanks for the numerator and denominator for Jakes marbles. The numerator would be 3 because it is the number of blue marbles. The denominator would be 8 because it is the total number of marbles. So, the fraction to name the blue marbles would be 3/8. Now, lets look at Emmas marbles. She has 4 bags of marbles. There is 1 bag that has blue marbles. What fraction names the bags of blue marbles? Let me look at the part that is blue. 1 bag is blue, so 1 would be the numerator because that is the part of the whole. There are 4 bags, so 4 is the total number and that would be the denominator. The fraction that names the collection of blue marbles would be !

So, remember numerator is the PART of the whole, it is what is to be COUNTED. We learned this earlier in the week, but it is so important to know! The denominator is the TOTAL number you are working with. Numerator is the what boys and girls? THE PART OR WHAT IS TO BE COUNTED!! And, the denominator is what boys and girls? THE WHOLE OR THE TOTAL NUMBER! WOW!! Look at you goyou are ready for some practice! [See the practice sections] II. Opportunity for Practice: Now that we have gone over parts of a whole group. I want you to do the first share and show problem on page 334. SHOW YOUR WORK IF YOU NEED TO! By showing your work, this helps you & me know how you got your answer. If you get the wrong answer, showing your work makes it easier to figure out where the mistake was made. Please put your pencil down when you are finished so we can discuss the answer. (Give the students 1 minute to complete the problem: draw out the problem on the board while waiting) So, what did you do? Student I counted all the counters and got 8, so thats the denominator because that is the total. Then, I counted the red counters because it asked us for the fraction of the red. There are 5 red counters and that is the numerator, it is the part of the whole!! So, the fraction of red counters would be 5/8! Thank you! WOW! You answered all my questions at once!! Rockstar!! Did anyone else have another answer or solve this a different way? Ok, good!! This was done the correct way! You all got the same answer and Im so proud!! Now, I want you to complete the rest of the problems on age 334, please put your pencil down when you are finished. We are going to go through and work these out together after you all complete them. If you are struggling or need help raise hand and I will be happy to assist you. [During this time, while students are working at the teacher station, I will have the opportunity to check others work, who are in independent station, and let them know if they need to redo any problems or if they can be checked off.] [Once everyone has their pencils down, we will go over the problems together and check to make sure all students have a clear understanding.] Lets go over numbers two and three now! So, what is the answer for number 2? Student 2/4, because there are 4 apples and it asked us for the red apples. There are two red apples so that makes the fraction 2/4! Good job! Number three? Student 2/6, there are 2 red balloons which is the part, so that is the numerator and then there are six balloons which is the denominator!! Ok boys and girls, you all did great!!!

BUZZZ. TIIME IS UP!! It is time to clean up and move to your next station! [Prompt for when the buzzer goes off.] III. Assessment [The students will complete the assessment portion of the lesson in the independent station. When they have completed their work, they are to bring their book back to the teacher at the teacher station. The teacher will mark them off as completed & they can move on to the next station. They are not allowed to move on unless they have been checked off. If the students get all the problems correct on the first try, they receive a golden dollar. The fourth group waits to bring the teacher their work to check until it is their turn for teacher station. As a group, we will go over the work together.] Boys & Girls, for independent, you are going to complete p. 335. Remember, when you are finished with this page, you are to bring it back to me at the teacher station. If I am in the middle of teaching, you should set your book next to me. I will look over your work as soon as I can, and let you know if you need to make any corrections or if you can move on to the next station! If I circle any problems in your book, this means that you need to take another look and bring it back to me once youve changed your answer to be checked off. IV. Closure: Times up!! [Buzzer goes off after 4th station] Thank you all for being awesome third graders today!! I would like everyone to clean up your station and return to your seats quietly. I am watching for those cleaning up quietly and whichever table is seated quietly will get a token. [Whichever table has all the students sitting quietly the fastest will get a token.] Table (blank) you may get a token!! Thank you for being so quiet!! Ok, you may now line up!! AH HA. I have a fraction problem. What would be the name of the fraction of people not standing in line? There are 20 people in this room!! The whole group is 20!! 19 people are in line and 1 person is not in line. So, name the fraction of the part that is not in line! 2/20! 2 people are not in line. And 20 people are the total number, so that leaves the fraction to be 2/20!

Materials and Resources: Pencils Go Math Workbook Go Math Teachers Edition Computer (challenge problem Go Math Software) TTQ paper

Differentiation Strategies (including plans for individual learners): H The higherlevel learners are group into one group that will complete the independent portion on their own. When it is time for them to come to the teacher station, we will go over the assessment together. If they all struggled, a short mini lesson will be done and then they can complete the assessment! L Students will be placed in groups according to their level. The lesson will be accommodated to their needs. If the above portion is to challenging, we will slow down and do the practice problems together before being released to work alone.

Data Analysis: See checklist for data.

Reflection: The lesson went great today!! I had everything prepared and ready to go and the children responded very well to the lesson. Having visuals on the page for them was a huge bonus!! I could tell that they were very engaged in the material that the book provided. I was planning on using manipulatives for them to actually use hands on, but with little time, and the students comprehending the material so well, I omitted that portion of the lesson and just used the visuals in the book. Some of the students drew pictures and visual aids on their assessment, but others just used the visuals provided and figured the rest on mentally. I was pleased with how the lesson turned out and would be happy to use the same lesson plan again!!

Teaching Handout:

Assessment Handout:

Practice Handout:

Checklist/Rubric: Student: How many problems did the student answer correctly? 10/10 10/10 6/10 10/10 10/10 10/10 9/10 10/10 10/10 10/10 10/10 10/10 9/10 9/10 10/10 10/10 7/10 6/10 6/17 Do they understand whole and parts? Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No Additional Comments?

[Fixed the problems that were circled the first time? If no, how many times did student bring book back to be rechecked?]

Ahamed (1) Linlee (1) Anna Kate (3) Lily (1) Preston (1) Harrison (1) James (2) Parks (4) Charlotte (4) Ben (2) Adam (4) Martina (4) Elizabeth (1) Maxy (3) Neily (4) Magi (2) Melany (2) Tamir (3) Jamari (3)

Intervention

Intervention Intervention