Erin Heilman

2/5/2013

EDU 544

Lesson as presented in the observed class:

Math: Fractions and Fraction Stories

Objectives:

Students will be able to correctly solve word problems.

Students will be able to correctly create and solve word problems.

Materials:

Saxon Math text book

Note Book

White Board and Marker

Fraction Manipulative Tiles

Fraction Worksheet (from master copy of Saxon)

Time (50 min)

New Concept and Individual Work Time

5 min Warm-up:

Students will review multiplication problems.

25 min. Teacher Presents Lesson:

The class will turn to lesson 24. The teacher will have fraction demonstrate how to use the fraction manipulatives.

“Each one has the fraction 1/3 on it. The top number is called the numerator and the

bottom is called the denominator. Would the “1” be the numerator or the denominator? What would the “3” be? I would like to make a whole bar. How many pieces do you think I need to make a whole bar? I have three equal pieces. Do you notice how they are all the same color? If I add 1/3+1/3+1/3 I would have 3/3 which equals a whole. Are there any other numbers I could add to 1/3 in order to have a whole bar? Do you notice how some fractions equal another fraction. For example, ¼ and ¼ are equal to ½.”

Students will be given time to practice using the manipulatives to create whole numbers.

The teacher will demonstrate how to use the manipulatives to solve the math problems. Example: “The text book wants to know what 1/4+3/4 is. Oh no. I do not see a 3/4 bar. What should I do? Okay, I have 1/4+1/4+1/4+1/4 what does that equal? Is that a whole number?”

Co-teacher will pose additional questions and monitor students’ progress with the fraction problems and if the students are using the manipulatives correctly.

20 min Students work independently:

Students will complete the fraction problems located in lesson 24 on their white boards. Once they completed their work, they will raise their hand and the teacher will correct it. If the problem is correct, the student will record the answer in their notebook. If incorrect, the students will work to correct the problem. The students can ask questions if they do not understand the problem. The teachers will circulate and observe the students as they work.

Homework:

Students will complete fraction worksheet.

Teacher reflection:

Were the students correctly able to solve fraction problems?

Were students able to correctly identify numerator and denominator?

Do the students need additional support to complete the problems?

Does any part of the lesson need to be retaught?

Revised lesson using the GRR scaffolding format:

Math: Fractions and Fraction Stories

Objectives:

Students will be able to correctly solve word problems.

Materials:

Saxon Math text book

Note Book

White Board and Marker

Fraction Manipulative Tiles

Fraction Worksheet (from master copy of Saxon)

Time (50 min)

New Concept and Individual Work Time

5 min Warm-up:

Students will review multiplication problems.

10 min. Teacher Modeling:

The class will turn to lesson 24. The teacher will demonstrate how to use the fraction manipulatives.

The teacher introduces fractions to the students. The teacher will talk through four example problems step by step and demonstrate how to use the manipulatives to solve the problems.

“Each one has the fraction 1/3 on it. The top number is called the numerator and the bottom is called the denominator. Would the “1” be the numerator or the denominator? What would the “3” be? I would like to make a whole bar. How many pieces do you think I need to make a whole bar? I have three equal pieces. Do you notice how they are all the same color? If I add 1/3+1/3+1/3 I would have 3/3 which equals a whole. Are there any other numbers I could add to 1/3 in order to

have a whole bar? Do you notice how some fractions equal another fraction. For example, ¼ and ¼ are equal to ½.”

10 min Teacher and class do it together:

The students and teacher will work to complete the questions in the “Try It” section. The teacher will ask questions that will guide the students to find the answer. The students and teacher will use the fraction manipulatives, write the problem, the steps they took to solve the problem and the answer to the problem on their own white boards.

10 min Try it

Students will work in small groups (of two or three) to solve the last three problems before moving onto independent work. The teacher will circulate to see who needs additional support. If students finish early with the correct answers, the students may start independent work.

20 min Students work independently:

Students will complete the fraction problems located in lesson 24 on their white boards. Once they complete their work, they will raise their hand and the teacher will check to see if it is correct. If the problem is correct, the student will record the answer in their notebook. If incorrect, the students will work to correct the problem. The students can ask questions if they do not understand the problem. The teachers will circulate and observe the students as they work.

(*Note* The teacher checks all answers before the student writes it down in their notebook. The teacher likes the students to see their mistakes and fix their work right away rather than the student seeing the answer marked wrong on the worksheet. This way the student sees the mistake and fixes it while they are still working on that particular lesson. It usually takes one to two days for the teacher to correct and hand back the worksheet).

Homework:

Students will complete fraction worksheet.

Teacher reflection:

Were the students correctly able to solve fraction problems?

Were students able to correctly identify numerator and denominator?

Do the students need additional support to complete the problems?

Does any part of the lesson need to be retaught?