COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP INQUIRY LESSON

Candidate: Irene Navarro Lesson Title: Do I Have Enough Time to Do Homework? (Lesson Duration: !" Da#s$ S!"#e$t %atter: 'ath Lesson Content Des$ri&tion: (tu&ents wi)) *reate a +i!*hart, working with -ra*tions an& +er*entages to &is+)a# how their &a# )ooks )ike an& see how the# *an ma.imi/e their time in a &a#0 Driving 1uestion: Do I Have Enough Time to &o Homework? Content Standard: (same as 2ommon 2ore (tan&ar&s$
Common Core Standard: CCSS.MATH.CONTENT.4.MD.A.2 Use the four operations to solve word pro le!s involvin" distan#es$ intervals of ti!e$ li%uid volu!es$ !asses of o &e#ts$ and !one'$ in#ludin" pro le!s involvin" si!ple fra#tions or de#i!als$ and pro le!s that re%uire e(pressin" !easure!ents "iven in a lar"er unit in ter!s of a s!aller unit. )epresent !easure!ent %uantities usin" dia"ra!s su#h as nu! er line dia"ra!s that feature a !easure!ent s#ale. Understand de#i!al notation for fra#tions$ and #o!pare de#i!al fra#tions. CCSS.MATH.CONTENT.4.N*.C.+ E(press a fra#tion with deno!inator ,- as an e%uivalent fra#tion with deno!inator ,--$ and use this te#hni%ue to add two fra#tions with respe#tive deno!inators ,- and ,--.2For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. CCSS.MATH.CONTENT.4.N*.C.. Use de#i!al notation for fra#tions with deno!inators ,- or ,--. For example, rewrite 0.62 as 62/100; describe a lengt as 0.62 meters; locate 0.62 on a n!mber line diagram.

Date: 04/17/14 Grade Le el: 4th %ra&e

Lesson O"#e$ti e: 3)) stu&ents wi)) *reate a +i *hart that visua))# &is+)a#s how the# a))o*ate their time in a s*hoo) &a#

Assess'ent: For'ati e: !o6servations S!''ati e: !-ina) +ro&u*t, +i *hart !written e.+)anation Te$(nolo)*: !:emote *ontro)

INTO

%ive stu&ents one minute to 4ot &own ever#thing the# &o in a s*hoo) &a# 3sk stu&ents &riving 5uestion: Do #ou think #ou have enough time to &o homework? (Have stu&ents think!+air!share an& then &o a *)ass 6rainstorm$ Have ki&s answer 5uestion through remote s#stem (i- +ossi6)e an& avai)a6)e$ 3sk *)ass how &o the# think the# *an answer this 5uestion (s*a--o)& them to the +oint o- thinking a6out how mu*h time the# s+en& &o things in a week$ !Di--erentiate instru*tion: a&van*e stu&ents *an e.amine their time in a week an& rest o- *)ass *an e.amine their time in a &a#

THROUGH Have stu&ents -i)) out a ta6)e worksheet to &emonstrate how the# s+en& their time in an average week Have stu&ents *o)or *o&e things 6ase& on what the# think is 6est in &emonstrating their &a# s*he&u)e E.am+)e Ta6)e 7e)ow (tu&ents *an 6reak u+ their s*he&u)e in sma))er in*rements, su*h as 18 minutes or "0 minutes (whi*h wou)& +ro6a6)# 6e 6etter -or this a*tivit# Ta6)e that *an 6e *o+ie& is in*)u&e& in this )esson 7 3' < 3' = 3' 10 3' 11 3' 1 >' 1 >' >' " >' 4 >' 8 >' @ >' 7 >' < >' = >' H9'E: %ET :E3D; (2H99L (2H99L (2H99L (2H99L (2H99L (2H99L (2H99L T? T? T? H9'E: DINNE: H9'E: :EL3A/'E TI'E H9'EB9:C %ET :E3D; D9: 7ED

10 >' 11 >' 1 >' 1 3' 3' " 3' 4 3' 8 3' @ 3'

(LEE> (LEE> (LEE> (LEE> (LEE> (LEE> (LEE> (LEE> %ET :E3D; D9: (2H99L

7ase& on the *o)or *o&ing o- their s*he&u)e, stu&ents wi)) 6reak their s*he&u)e into -ra*tions0 E.am+)e: </ 4 hours are s+ent s)ee+ing (sha&e& +ink$ (tu&ents wi)) then *reate a +i *hart 6ase& on their in-ormation an& *onvert their -ra*tions into +er*entages

BEYOND (tu&ents wi)) then write an e.+)anation i- the# have enough time to &o homework an& how the# *an 6est ma.imi/e their time on a s*hoo) &a# (tu&ents wi)) &is+)a# their e.+)anation an& mathemati*a) -in&ings in an aestheti* manner

Name: ____________________ How does my day look like?

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COLOR KEY OF MY ACTIVITIES:

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