Enhance 2 Lesson Plans

MATERIALS and SETTING

Materials: Pencil, internet connection, paper, computer access to join Zoom meeting of teacher. White board and dry-erase marker are also an option to draw necessary visuals.

KEY VOCABULARY and ACADEMIC LANGUAGE

Key Vocabulary: divisor, remainder, quotient, division, dividend, addition, subtraction, and order of operations (PEMDAS)

FOCUS ACTIVITY

The focus activity will be on learning the methods of division and multiplication by taking the learners through a comprehensive course syllabus. The focus is to determine the order of operations, multiplying rational numbers, and the steps of dividing by a rational number that includes decimals.

CONNECTION TO PRIOR LEARNING

The process of dividing rational numbers has a connection to the knowledge of multiplying and dividing whole numbers. We can also include the connections of adding and subtracting positive rational numbers.

OBJECTIVE STATEMENT

(Including a performance behavior)

The main objective will be to ensure that learners have fully understood the concept of division of rational numbers including decimals and fractions. This will enable them to solve more challenging and complex problems in the future. The students will complete the problems given by the instructor to assess the understanding levels in an acceptable and respectful manner.

PURPOSE OF LEARNING

The students need to know the concepts of multiplying and dividing positive rational numbers to enable them to solve more complex problems in the future. Multiplication and Division are the foundation for greater concepts in the coming months and years. By building a great foundation now, we can ensure the learner has a better chance of success in their field of study.

INSTRUCTIONAL STEPS

Include:

Step by step instructions

Key points

Directions to give

1. Teacher reviews problem from the previous day. This is based on the addition and subtraction of positive and negative rational numbers. This is a similar problem that was given the day before, used to refresh the memory of the student and guide them to the new learning.

2. Review the problem and go over any misconception.

3. Introduction to new ideas, definition of purpose, outlines the objective.

3. Introduce new concepts or methods. This can be achieved by showing a video tutorial of the process. Here the teacher will show a video of the process of solving a math equation that has multiplication and/or division. Because the student has previously learned about addition and subtraction, we can also introduce the concept of Order of Operations. There will be a more thorough lesson the following day.

4. The next step would be an example problem by the teacher.

5. The next step would be a problem that those students do with the teacher. I would ask for volunteers and cold call students.

6. The next step would be for the students to team up and solve a problem in a group.

7. The next step would be the student to show a demonstration of learning. We will give a Google form for the students to fill out.

Various differentiated instructional strategies will be used in this case to ensure that all the students understand the concept being taught in class. The first strategy that will be used will be the use of teamwork.

The students will be grouped randomly and given questions that they should tackle as a group. The students will conduct the group work via Google Classroom. Any member of the group will be picked randomly to present the work. Since the group work will be graded, the group members in each group will ensure that all the members understand the questions. The individual work that will be turned in after the lesson in Google form will be used to show whether there is a student who has not understood the concept after the group work.

After the group work, the instructor will as the students to ask any questions that they might be having to ensure that all issues are clarified before attempting the individual work.

In this step, students usually say they don’t have any questions. My approach is not to ask if they have questions, I will say to them that they need to ask 2 good questions about the topic as part of their assignment. This gives them a way to think more critically about the topic and come up with great questions.

LITERACY STRATEGIES USED

The literacy strategy that will be used is the use of real-life scenario to demonstrate the concept of division of rational numbers.

This is a great way to show the practical use of math. My goal is to always be informed of all the interests of the students, that way I can bring math to their world.

Another literacy strategy that will be used is teaching of Math vocabulary. That will ensure that the students grasp the concepts that are taught better.

I can use a game for this strategy. By gamifying the learning, the students become more invested and challenge each other to be better. The learning can be in a new game that is introduced, or part of the bigger ongoing class game.

Moreover, the instructor should make connections between what the kids already know and what they are being taught.

STUDENT USE OF TECHNOLOGY

Students are required to know how to use technology, and this will enable them to be able to attend the class effectively. We will be on zoom so they students are able to draw on their device with the annotation tool. This allows them to display their thinking to the entire class at once.

Additionally, the instructor will use a video to ensure that the students learn how to multiply and divide rational numbers effectively.

Flocabulary.com and MathAntics.com are great Resources.

Additionally, the students will be taught how to use online tools to better understand the topic. There are many websites that can use number lines, positive and negative chips for addition, and scaling tools for multiplication and division. Include DISD provided tool accessible through Google Slides Add-Ons.

6 QUESTIONS FOR UNDERSTANDING

1 per Bloom’s Level; Identify levels of Blooms

Questions should increase in complexity as lesson progresses

1. What is division and multiplication? (Remembering)

2. What are the steps used in division of rational numbers? (Understanding)

3. Are multiplication and division the only ways to solve the same problem? (Applying)

4. How do we know what order to solve each operation? (Analyzing)

5. Explain a situation where we would add before we multiplied. (Evaluating)

6. How can division of rational numbers be used to distribute food in out cafeteria? (Creating)

MODIFICATIONS/ACCOMMODATIONS

The teacher will use another example just to reinforce what was taught through reviewing the concepts that were not understood.

There are many EL students in the class, it may be necessary to translate any misunderstood concepts.

RETEACH/EXTENSION

The teacher can reteach or extend the lesson if the students did not understand the concept clearly in the class. This extension can be added after the We Do problem. We can go back to a reteach or move forward to the You Do.

CLOSURE

Review:

Connect to future learning

At the ends of the lesson, the teacher will connect ideas, concepts, and skills together with the lesson objectives. Also, the teacher will discuss the usefulness of what was studied. We will also take a few minutes to look forward to the next day, where we dive more into the order of operations that also includes negative rational numbers.