Differentiating Math Activities

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Charlotte White

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Summary

 1655 Words

GCU College of Education LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Charlotte Sanders-White

The students selected for this lesson plan include

1. Bertie 2. Fatma 3. Yung

Grade Level: 3rd Grade

Date: 04/20/21

Unit/Subject: Number and Operations – Fractions

Instructional Plan Title: Number and Operations – Fractions – Develop Understanding of fractions as numbers

Lesson Summary and Focus:

3.NFA.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.

The central focus of this lesson is to teach students

Classroom and Student Factors/Grouping:

Bertie (female, no ELLs, Asian, no IEP/504, grade level, at grade level in Math Performance Level).

Fatma (female, ELLs, White, tier 2 RTI for reading, no IEP/504, one year above grade level in Math Performance Level)

Yung (Male, no ELLs, Asian, no IEP/504, school does not have a gifted program, two years above grade level in Reading Performance Level, two years above grade level in Math Performance Level).

National/State Learning Standards:

Number and Operations – Fractions – Develop understanding of fractions as numbers

The common core standards for this lesson include

- 3.NF.A1: 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.

GCU College of Education LESSON PLAN TEMPLATE

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 Web Content: https://tb2cdn.schoolwebmasters.com/accnt_72890/site_72891/Documents/YumaEl3rdUnitFractions120913.pdf…

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 Spelling mistake: theinterval  the interval

- 3.NF.A.2: Understand a fraction as a number on the number line; representfractions on a number line diagram.

a. Represent a fraction 1/b on a number line diagram by defining theinterval from 0 to 1 as the whole and partitioning it into b equalparts. Recognize that each part has size 1/b and that the endpointof the part based at 0 locates the number 1/b on the number line.

https://www.youtube.com/watch?v=9hZkk73nJ_Y

https://k12standards.az.gov/sites/default/files/media/Grade 3 Math Standards.pdf

https://www.biglearners.com/common-core/worksheets/grade-3/math/number-operations-fractions/3.nf.a.1

https://www.onlinemathlearning.com/understand-fractions.html

GCU College of Education LESSON PLAN TEMPLATE

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 Spelling mistake: offa  off

 Spelling mistake: sizea  size

 Spelling mistake: numberline  number line

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 Spelling mistake: thesame  the same

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b. Represent a fraction a/b on a number line diagram by marking offa lengths 1/b from 0. Recognize that the resulting interval has sizea/b and that its endpoint locates the number a/b on the numberline.

- 3.NF.A.3: Explain equivalence of fractions in special cases, and comparefractions by reasoning about their size.

a. Understand two fractions as equivalent (equal) if they are thesame size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 =2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., byusing a visual fraction model. c. Express whole numbers as fractions, and recognize fractions thatare equivalent to whole numbers. Examples: Express 3 in theform 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the samepoint of a number line diagram. d. Compare two fractions with the same numerator or the samedenominator by reasoning about their size. Recognize thatcomparisons are valid only when the two fractions refer to thesame whole. Record the results of comparisons with the symbols>, =, or <;, and justify the conclusions, e.g., by using a visualfraction model.

Specific Learning Target(s)/Objectives:

The learning objective of this lesson is

- Students will create, name, and write fractions to generate wholes in multi-variant ways.

3rd grade students are at a critical point of comprehending fractions i.e., unit fractions. This unit will ultimately increase student understanding of whole units and fractions.

- Students will identify the different ways they can build a trapezoid and hexagon by using pattern blocks.

- Students will look at sets of objects and identify wholes and create equal groups

Academic Language Partitioning Fractions Whole

Pattern blocks

Sharing

Numerator

Denominator

Resources, Materials, Equipment, and Technology:

Pattern blocks

Books

Pencils

Whole objects

IPad

Butcher paper

Crayons

Section 2: Instructional Planning

Anticipatory Set I will introduce the lesson on fractions by showing the students a video with visuals on fractions and whole objects. The link to the video https://www.youtube.com/watch?v=9hZkk73nJ_Y

The students will then engage in a group activity where they will discuss whether they have ever shared items with someone.

The students will then report to the teacher how the item was divided amongst the shared members.

The students will then respond to these questions about the introductory video

- Why is the boy in the video so frustrated? - How did the boy solve his problem?

Time Needed

1 hours

Multiple Means of Representation Students will engage in a digital game that relates to fractions. The students will use their own IPad for this activity.

The digital game is about creating equal parts. In the activity, different fruits are cut into different parts. The student will decide and discuss whether the divided parts are equal or not.

If the parts are equal, the students will click a green sign and place it next to the fruit. If the divided parts are unequal the students will click a red sign and place it next to the fruit.

Explain how you will differentiate materials for each of the following groups:

Time Needed

1 hour 30

minutes

GCU College of Education LESSON PLAN TEMPLATE

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 Spelling mistake: ELLs  Ells

• English language learners (ELL): ELL will engage in enhanced digital gaming structures specialized in enhancing content learning and playing the digital game. The game will have less of English content and more of visual items

• Students with special needs:

These students will be grouped together to play the digital game that captures their attention by creating interactive and realistic environments. The aim is to prompt cognitive processes for these students that ensures they begin to comprehend fractions.

• Students with gifted abilities:

Students will engage in a tiered assignment that utilizes their interest and talents. The game will be advanced to a higher level for the students to continue assessing themselves.

• Early finishers (those students who finish early and may need additional resources/support):

Early finishers will be grouped together to work on a given assignment.

Multiple Means of Engagement Students will engage is a musical activity that demonstrates the use of fractions. The activity procedures will include

- Students will be issued with large pieces of white butcher papers and blue, red, black, and green crayons.

- The teacher will demonstrate to the students how to fold the paper in half 3 times.

- The students should follow suite and retrace the demonstration on their own pieces of paper.

- The students will then answer fractional questions i.e., how many pieces of paper did I give you? How many sections of the piece of paper are present after folding it?

The musical activity will involve the students coloring their folded sections in red, blue, green and black sections

The students will then be instructed to dance on the colored sections each at a time. When asked to dance on a red section, students will start dancing on the colored red sections and so on.

Explain how you will differentiate activities for each of the following groups:

• English language learners (ELL): ELLs will engage in the musical activity because it does not involve intricate English content

• Students with special needs:

Students with special needs will engage in the musical activity which will be differentiated with visual supports and the use of generalization.

• Students with gifted abilities:

Students with gifted abilities will engage in the music activity without the music and each time they stand on a section will explain which fraction of the paper they are standing on.

• Early finishers (those students who finish early and may need additional resources/support):

Time Needed

45 minutes

Students who are early finishers will work in groups and engage in the music activity without the music and each time they stand on a section will explain which fraction of the paper they are standing on.

Time Needed

30 minutes

Multiple Means of Expression Students will involve in a group activity of data collection and presentation of their findings.

The group activity will involve the students collecting data on their favorite ice cream flavors.

GCU College of Education LESSON PLAN TEMPLATE

 Spelling mistake: ELLs  Ells

 Possible agreement error: likes

 Statistically detect wrong use ...: same  some

The students will be grouped into groups of 4 students each. Each student within the group will respond to which ice cream flavor they like best i.e., chocolate, vanilla, or strawberry. The group will then use the collected data to determine which fraction of the group like chocolate, vanilla, or strawberry.

Each group within the class will present their findings to the class and a group representative will write the numerical representations of the fractions they recorded within their individual groups. The presentations will be recorded by the representatives on the chalkboard.

Explain how you will differentiate assessments for each of the following groups:

• English language learners (ELL): ELLs will work on the group activity using more visual supportive items. Ice cream flavors will be provided to them in visual images of chocolate, strawberry, or vanilla in paper or digital format.

• Students with special needs:

Students with special needs will be grouped together to help them identify their favorite ice cream flavors and discuss with their group members who likes what. They will then listen in to the other groups within the class and participate in the activity.

• Students with gifted abilities:

Students with gifted abilities will work with larger quantities of their ice cream flavors to determine different fractions

• Early finishers (those students who finish early and may need additional resources/support):

Students who are early finishers will participate in discussion on different items they like and which fraction of the group likes what.

Extension Activity and/or Homework Provide students with fraction cards with different and equal fractions. The students will engage in an activity of finding their fraction partner and generate a team of same fraction holders when they locate each other.

The students will gather in a group once they locate all other students with fractions the same as theirs. Once this is done, they must sit down. The first group to locate all fraction members has won.

Time Needed

GCU College of Education LESSON PLAN TEMPLATE

References

Arizona’s College and Career Ready Standards – Mathematics – 3rd Grade Standards Placemat. https://k12standards.az.gov/sites/default/files/media/Grade%203%20Math%20Standard s.pdf

CCSS. Math.content.2.NF.A.1: Third Grade Worksheets. https://www.biglearners.com/common- core/worksheets/grade-3/math/number-operations-fractions/3.nf.a.1

Understanding fractions (Grade 3). Online math learning.com. https://www.onlinemathlearning.com/understand-fractions.html