Lesson Plan Outline

Unit Topic- Fractions

Grade- Fourth

Lesson Objectives- The students will be able to match fractions to equivalent pictures. Students will be able to identify pictures as fractions. Students will also be able to self-evaluate.

Instructional Technique- Demonstration of online activity, individual activity online, come together at end for group discussion.

Instructional Materials- Handout with directions, a handout to record what they get wrong to talk about it in discussion.

Theoretical Perspective- Fractions are important for students to learn because it is a basic math concept that will further their understanding and knowledge of math principles.

 

Procedure: (As a teacher, what will you and the students do.)

 

A. Introductory Activity (if applicable)

Start the class by having the students sit down in front of computers with the computers shut off/closed. Open up the program on a projector and show the class how to access the website and then program that will be used during class that day. As the teacher does this they should be explaining what they are doing as well as showing them in a step-by-step method. Once the program is opened have the students as a class to a couple sample rounds while simultaneously leading a productive discussion on why students are choosing the answers they are.

 

B. Step-by-step (descriptive outline)

After the introductory activity the teacher can hand out the in depth guidelines on how to access the website and navigate to the interactive site that was chosen. The teacher will also hand out a work sheet to help students monitor the questions they get right or wrong. The teacher then lets the students work independently for a while. As the students progress they can use one of the handouts to monitor which questions they got incorrect.

C. Closure

After students have spent a good amount of time working through the different levels of the interactive website and marked down some of the fractions they’ve gotten wrong the teacher can go around and collect all the sheets. Then have the class power down their computers and lead a similar group discussion as the beginning except this time focusing on the questions students had trouble with. By going over the problems the students struggled with the most hopefully we can answer some questions that students have. By doing it in a group/classroom discussion style we can also help students that are struggling but might not want to raise their hand and ask for help during class.

 

D. Adaptations for different learners (i.e. non-native speakers, struggling readers or math phobic learners, students with poor study skills)

These games have different levels and skills that get more and more challenging as you go. There is also the option of doing a timed activity or a more relaxed version of the activity. This way if a student struggles with identifying fractions they can take their time and puzzle through the problem while more advanced students can practice identifying the fractions at a quicker pace.

 

E. Homework

No hw to assign.

 

Evaluation:

 How/ when will you determine if you have meet your objectives?

 Objectives:

1.     The student will be able to match fractions to equivalent pictures.

2.     The student will be able to identify pictures as fractions.

3.     The student will be able too self evaluate.

            The students will be given a handout at the beginning of the activity that will help document their progress with fractions while playing the online game. If the student can’t match a fraction to its equivalent picture representation, than they will copy down that fraction to their handout. This allows the teacher to determine if the student can match a fraction to the equivalent picture correctly or identify pictures as fractions. The teacher can also choose different factions that students struggled with and go over them as a class on the board for more clarification.

Students can choose from different levels and timed modes while playing the game based on how confident they feel about their own progress with fractions. For example, if a student has played level 1 relaxed mode several times and feel that they can move on too a timed mode or level 2, they have that option. Or if a student is struggling with level 1 that consists of more basic fractions, they can continue on level 1 until they feel comfortable moving on to the next level. This gives the teacher a more general idea of where each student stands with understanding fractions and what students could use more time reviewing. At the end of each round, the student is given a score that reflects how well they did based on the number of questions correct and how fast it took them to complete the level. If the score is a higher number, it indicates that the student got the majority of the questions correct and could answer quickly.

By having the choice of moving on to a more challenging level or spending more time on problems they got incorrect, gives the student a chance to decide for themselves how good of a grasp they have on the concept. This benefits the student because it gives them a better understanding of what they do know and zeroing in on what parts of the material they don’t understand.

 

Concerns or questions:1. One concern we possibly have with this lesson is the game not being interactive enough because it consists of mostly clicking and matching which could be done on a worksheet.

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