Lesson plan

OVERVIEW

Lesson Title: Fractions

Unit Title: Equivalent Fractions

Content Area: Equivalent

ELL Speaking Levels (Range)

Class level: Fourth grade

Length of Lesson in # ofHours: 3 # of Classes:

Teacher:

STAGE 1 – PLANNING FOR DESIRED RESULTS

LESSON OBJECTIVES: CONTENT AND LANGUAGE

By the end of this lesson, students will be ableto: Students will be able to identify and generate equivalent fractions, compare fractions, order fractions and simplify fractions using visual models.

Students will be able to use appropriate wordage that helps understand and solve equivalent fraction problems by understanding terms such as common denominator, denominator, equivalent fraction, mixed fractio, numerator and simplest form

ESSENTIAL QUESTION(S)

CONSIDERATIONS

· How can you prove two fractions are equivalent using a model?

· What is the relationship between the denominators of the two equivalent fractions?

· What is the relationship between the numerators of the two equivalent fractions?

· Build knowledge through content and vocabulary such as common denominator, denominator, equivalent fraction, numerator and simplest form, improper fraction

· HIGHER ORDER QUESTIONS

· ½ is equivaklent to 2/4, name other equivalent fractions

· 4/5 = 1/5+3/5, what other fractions add up to 4/5

· What other fractions are equal to improper fraction 9/5

PRIOR KNOWLEDGE NEEDED

· Meaning of a fraction

· Identifying denominator and numerator

· Addition of fractions

· Subtraction of fractions

VOCABULARY

· Common denominator

· Denominator

· Equivalent fraction

· Numerator

· simplest form

· Improper fraction

·

MATERIALS NEEDED

· Dominoes

· Dry erase markers

· Index cards

· Kari Fraction models

· Magnet fraction bars

· Chart paper

STAGE 2 -- EVIDENCE OF LEARNING

Evidence of learning will be shown by the ability of the learners to accurately solve white board checks, partner checks and secret answer questions on equivalent fractions involving addition, subtraction and comparisons.

STAGE 3 -- LEARNINGPLAN MATERIALS TIME (optional)

INTRODUCTION

I will let the students know the purpose of the lesson by giving them interesting life scenarios where individuals were required to share cards and divide the Kari model. I would explain the need to construct the correct sentences and using the right vocabulary.

I will contextualize the lesson's language focus by showing the vocabulary card for the lesson to the students. I would then ask students to discuss which equivalent fractions they know.

Kari models

Index cards

5 minutes

BODY OF THE LESSON – Day 1

The first day is to learn the vocabulary relevant for equivalent fractions and the materials to use.

Place the students in a group of two and give each student a set of vocabularies cards.

Students should read the meaning of each vocabulary loudly. Then, in turns, students should restate each word's definition in their own terms and explain the image as it relates to the meaning of the term. Students should then form sentences using the words and share them with a partner.(vocabulary and sentence making)

Show the students how to use the Kari model to simplify fractions.

Tell the students what they will do on day two. They will simplify fractions (Visual fraction models)

I will monitor whether the students have understood by using formative and summative assessment during and after the lesson

· Dominoes

· Dry erase markers

· Index cards

· Kari Fraction models

· Magnet fraction bars

40 minutes

Learning strategies will include use of models and groups tasks. Learners will be given tools and supporting materials to build sets of equivalent fractions. Learners will then be assisted to write the fractions as numerals. I will facilitate mathematical discussion regarding patterns different examples of equivalent fractions. I will create opportunities for my learners to build models using the Kari models and magnetic fraction bars to create a rule for determining equivalent fractions.

40 minutes

BODY OF THE LESSON – Day 2

In this lesson, we will learn how to to determine which different sets of fractions can combine to create equivalent fractions. I will distribute index cards, magnetic fraction bars and Kari models to the learners seated in groups.

Example task: “create 4 models to represent a fraction of 2/3 “

Refresh knowledge of the appropriate vocabulary and allow for peer education opportunities. Let the students solve another three problems in pairs with their new partners. Call a few volunteers to explain their solutions on the document camera. Remind them to use appropriate sentence stems like,

· Chart paper

· Class set of index cards

· Kari Fraction models

· Magnet fraction bars

· Vocabulary cards

· Teacher’s Copy of Student Facing Language Objectives Reference

40 minutes

"First, I …", "Then, I …" "To get the final fraction, I …"(constructing sentences)

BODY OF THE LESSON – Day 3

I will provide charts and Kari models to students before the class starts and create fraction number line at the room. I will create different stations with different fraction problem s and allow students to solve questions on mixed equivalent fractions in their cards (equivalent mixed fractions). I will pull small groups during this time to work on skills not mastered.

Describe step-by-step how to do a sample problem on the document camera for all children to see. Let the students repeat the process loudly.(speaking)

After marking and reviewing together, let the students do a formative assessment together with a partner and let them describe their answers verbally. (sentence construction and speaking)

· Number line

· Kari models

· Magnetic fraction bars

· charts

40 minutes

CLOSING

Create and display a word/phrase, sentence stems/frames bank to the students.

Let the children restate the major learning points verbally before going for group discussions.

Give access to students accesses to home language resources like dictionaries or bilingual glossaries to help them understand the terminologies used in class better.

Pair students with ELLs who speak the same first language or more advanced students for group work.

Allow students to explain math processes without relying so much on sentence frames.

· Document camera

· Online dictionary

· Online bilingual glossary

· Class set of index cards

10 minutes

TECHNOLOGY USE:

· Selection and application of technologies enhance ELL learning and are appropriate for learning environment and outcomes. List your technology choices and explain why they were chosen.

Some of the technology used includes document cameras and online bilingual glossaries, and online dictionaries. The document camera was used to help students see the math processes better. Further, online bilingual glossaries and online dictionaries were used to help students understand more vocabularies.

· Document camera

· Online dictionary

· Online bilingual glossary

5 minutes

TEACHERREFLECTION

(minimum 250 words)

· Reflect on the lesson at the end of your plan and provide the assessment results. Include a narrative of how the lesson went and how it improved your instructional practices. Indicate if you would make any changes.

Include not only your thoughts but also your students' responses to the lesson.

The lesson was very successful. I successfully and efficiently made the fourth-grade kids understand the addition, subtraction, comparison and generation of equivalent fraction using visual models. Further, the students successfully learned new mathematical terminologies or vocabularies like factor, common denominator, denominator, equivalent fraction, numerator and simplest form. Additionally, students learned speaking, reading, and drawing skills as well as using stems like "First, I …", "Then, I …" "To get the final fraction, I…" to construct sentences. However, this lesson helped me to organize my teaching work and other instructional practices. Every student was able to answer all questions both verbally and using the visual fraction models. Also, every student was able to explain the solution processes using complete sentences verbally. The students indicated in the review and closing remarks that they would consider using visual models in the future to solve equivalent fraction problems. This was enough evidence that the lesson plan had been fully delivered. However, some ELL students with reading problems were using the wrong sentence stems, but they could remember the vocabularies. For instance, one student could start with the phrase, "we add …" instead of using "I add…". Such mistakes were there with some ELL students. However, with assistance from more advanced students or other ELL students from their home language, they could rectify the mistake quickly. What was outstanding about the lesson was how the students scrambled to go to the document camera to explain their mathematical solutions using the different visual fraction models and verbally. During the group discussions, every student enjoyed their partner's conversation, and they competed, making many random sentences.

Assessment Results

(minimum 250 words)

· What are your classroom assessment results? What can you determine from this data? Did you make modifications to the assessment for ELL students? If so, explain. Did your ELL students use any accommodations? Include a copy of the administered assessment.

After doing an assessment test for 15-17 minutes, 18 out of 20 students scored everything. They got the right results of the problems by generating equivalent fractions, comparing fraction and decimals, adding and subtracting fractions. The students showed a quick understanding of the equivalent fraction concept. The two who did not score 100 percent were ELL students having difficulties using the appropriate sentence stems. For instance, one student could start with the phrase, “we add …” instead of using “I add…”. However, when it came to using the visual fraction models, they did exemplary well. In terms of constructing sentences using the vocabulary we learned in class, other students did well except two. Using these results, I would consider the topic "equivalent fraction adequately covered." I used light English terms while setting the assessment test to accommodate the ELL students. It was successful since some of the ELL students said the paper was very easy. Some of the questions include,

· create 4 models to represent a fraction of 2/3

· Using the magnet fraction bars, illustrate ¾ in two different ways

· Generate sets of mixed fractions which are equivalent

· Use the Kari model to create a fraction equal to 2/7

· What fraction should be multiplied by 2/3 to create an equivalent fraction with a denominator of 12?

· Using the number lines below, select the equivalent fraction to 1/4

The students were also required to have oral dictation of reciting several sentences loudly to assess their communication skills. The results were recorded by how fluent a child was in reading and constructing mental sentences using the given terminologies. Most students did well in this part since they had rehearsed in pairs. I then recorded the results in the chart sheet.

Five Standards of Effective Pedagogy Narrative(minimum 250 words)

· Reflection for each standard: how did you include the Five Standards of Effective Pedagogy into your lesson plan?

· Joint productive activity. I used joint productive activity while teaching students how to use a the different models to create, solve and simplify equivalent fractions. Further, I arranged for students to sit in pairs to discuss some problems and then interchanged them to increase interaction. Finally, I convened a group discussion session where I combined ELL students with the same home language.

· Language and literacy development. I used language and literacy standards when I gave the students tasks to form random sentences of their choice using the terms we learned in class and proper sentence stems. Where the students made a mistake like using the phrase "we add…" instead of "I add…", I could correct them and ask them to repeat loudly to ensure the student captures the content. Also, asking students to share their solutions verbally was useful to promote the student's language and literacy.

· Meaning-making. I used the contextualization concept when I used real-life problems in making a equivalent fraction models. An example was “Ben has 12 orange which she intends to share with two of his friends, what fraction will each receive, illustrate this using the Kari Model. Now Mary has 15 sweets she wants to share with four of her friends, what fraction did each get? Illustrate this using the magnet fraction bars. How do the shares compare? This was a real-life problem. Further, using bilingual glossaries also allowed the student to learn the terms in their first language, which promoted contextualization.

· Complex thinking. I used challenging activities like real life examples and visual models to solve equivalent fraction problems asking students to construct creative sentences, and answer questions in an assessment test.

· Instructional conversation. I used this skill when I asked students to engage each other in a conversation about the lesson experience during a discussion session. This gave me a chance to listen to the students' understanding of the concept.