Lesson
Plan- Formal Observation 2 (Spring Semester)
Teacher
Candidate: Lisa Papeck
School/Grade:
McKinley
Elementary/Grade 5
Subject:
Math
Day/Time:
Monday,
February 10, 2014
Goals/Objectives:
The
students will be able to develop understanding of fractions as numbers.
Common Core
Standards:
CCSS.Math.Content.5.NF.B.3:
Apply and extend previous understandings
of multiplication and division: 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.
CCSS.ELA-Literacy.SL.5.1:
Comprehension and Collaboration:
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.5.1b:
Comprehension and Collaboration: Follow
agreed-upon rules for discussion and carry out assigned roles.
CCSS.ELA-Literacy.SL.5.1d:
Comprehension and Collaboration: Review
the key ideas expressed and draw conclusion in light of information and
knowledge gained from the discussions.
Resources: Fraction Stick
chart, pencil, 7 pieces of large white construction paper for each table with 5
“bridges” drawn on them, bags of clues, bag of colored posts, answer sheet
Opening
Procedures:
1. - I
will explain the purpose and objective of today’s lesson clearly to the
students. I will also remind them that -today’s lesson will build upon their
previous knowledge of working with number lines and equivalent fractions.
2. -I
will review with the class what a whole number, numerator, and denominator are
because they will be encountering these terms in today’s lesson.
3. -I
will then explain to the class that they were hired as workers to build five
bridges. These bridges must be in the correct order and must have the correct
color posts in the correct locations. Otherwise, their bridges will collapse.
a.
I
will model what the bridges look like and what the posts are.
4. -I
will explain to the students that they architects didn’t leave plans, but they
did leave clues for how to build the bridges.
5. -Each
table will receive a bag containing 16 clues.
6. -I
will explain that they will work as a table group to solve the puzzle.
7. -Each
member of the group will receive about 4 clues each.
8. -I
will explain that once they begin, the heads of the table will read their first
clue. Then, they will try and solve their clue independently. Then, after they
try, the rest of the group members will be able to share their input regarding
the clue. This process will continue for the remaining group members.
a.
(This
way all members of the group are required to participate).
9. -Next,
I will explain that the lines on their large piece of white construction paper
are the “bridges” and the colored squares are the posts.
a.
Each
bridge is already marked as halves, thirds, fourths, sixths, and eighths.
10. -I
will explain that they will have to place their correct post in the correct
location on their “bridge.”
a.
For
example, if I believe that my purple post is 1/3, I will need to place it where
1/3 of my number line is. I cannot place it close to 1 because that is not the
correct location.
11. -I
will also explain that each of the five “bridges” begin at 0 and end at 1.
12. -I
will then stop and check for understanding by asking someone to repeat what
they are supposed to do.
13. -I
will advise the students that if they get stuck on a clue, they should skip it
and come back to it because another clue might help clarify their misunderstanding.
Instructional
Strategies:
Collaboration, guided practice, brainstorming, predictions
Procedure:
1. -Opening
procedure
2. -I
will model an example or two up on the projector for the students to see how
the process should work.
a.
(I
will be using a clue(s) different than the students’ clues).
3. -I
will ask if anyone has any questions to clarify any misunderstandings.
4. -Once
the students think they have all the correct posts in the correct location,
they should raise their hands and I will come around and check their answers.
a.
If
they are incorrect, I will advise them to keep trying!
b.
If
they are correct, I will have the students work together to label each of their
posts with the correct fraction. Once they are done, I will then come over
again and check their answers.
5. -The
students will then be given time to work collaboratively to “build their
bridges.”
6. -Closure
Closure:
1. -To
close the lesson, I will ask the students if this activity helped them learn
more about fractions. They will answer by giving me a thumbs up or a thumbs
down.
2.
-I will then ask the students how confident
they are working with fractions after today’s activity. They will answer in the
same way as before.
Assessment: I will be using
an informal assessment to monitor the students’ comprehension of the lesson and
their ability to meet the objectives/standards of the lesson. I will complete
this informal assessment by observation.
Modifications/Differentiation:
To
modify the lesson, I have included the labels of the “bridges” or number lines
in order to meet the needs of all learners in my classroom. I have also added
tick marks to represent each spot a “post” is supposed to go on. Also, each
table group has mixed ability members. This will allow the lower level learners
to participate and learn from the higher level learners. If needed, I will
review more examples for the students if I assess that they do not understand
the activity.
 |
| Students started off with a bag of clues, posts, and a mat. They had to collaborate with one another to determine the correct placement of each colored post in order to "build the bridges." |
 |
| The end result! |
