THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Claflin University School of Education - - - EDUC 422 Reflective Lesson Plan Model

Name:

Candice Seawright

Date: March 21, 2013

PART I: PLANNING Figuring out Fractions. Title of Lesson Math Subject Area 5th Grade Level Goal of the Lesson The goal of this lesson is for students to become familiar with adding and subtracting fractions with like and unlike denominators. Students will demonstrate basic addition skills with fractions while working to solve the problem task. CCSS.MATH.CONTENT.5 NF.A.1- Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. Students will be able to add and subtract fractions with like denominators. Students will be able to add and subtract fractions with unlike denominators. Materials: Smart Board. Resources: Elementary and Middle School Mathematics Teaching Developmentally 8th Edition. To accommodate and /or modify my lesson, I will first allow students to discuss and ask questions about any part of the lesson they may not understand. For students who are having difficulty understanding content, I will provide them with extra help such as one-on-one help or in a small meeting circle. If this does not help, I will modify the objective or adjust my teaching strategy. For the students who have mastered the content, they will be able to help out other students who do not quite understand. As an assessment, students will complete worksheet that consist of two items that will require students to add and subtract the given fraction problems. Students will take five to ten minutes to complete this worksheet and we will discuss the answers together as a class.

Common Core State Standard

Lesson Objectives

Materials/Resources

Accommodations and/or Modifications

Assessments

PART II: BEFORE, DURING AND AFTER

Before

Problem Solving Task

During

To begin my lesson, I will activate prior knowledge. I will do this by asking my students where they may have seen different fractions or may have used fractions in their daily lives. Hopeful that this will lead into a classroom discussion. Once we have ended the discussion, I will introduce the lesson, Figuring Out Fractions to the students by stating the standard and objectives. Next, I will put up a total of six problems that will require students to add or subtract the fractions to solve the equation. I will go through the first problem with the students, but the remaining problems, students will do independently. When students have completed these problems, three students (chosen randomly) will be asked to come to the smart board and show the class how they arrived at their answer. After we have finished these assigned problems, we will begin the problem based activity. Miss Prime decided that since her students did a great job on their fraction test, she would surprise them with pizza. There are a total of 22 fifth graders in the classroom. Miss Prime ordered three boxes of pizza. Each pizza box contains ten slices of pizza. In the first box there are 4 pepperoni slices and 5 cheese slices and 1 pepperoni-chicken slice. In the second box, there are 3 sausage-pepperoni slices, 2 mushroom slices, 1 pepperoni-pineapple slice and 4 cheese slices. In the third box there are 4 onion slices, 2 pepperoni slices and 4 ham-mushroom slices. (a) Write the total number of only pepperoni slices in fraction form as well as in words. (b) Write the total number of only onion slices in fraction form as wells as in words. (c) Write the total number of mushroom slices and pepperoni-pineapple slices together in fraction form as well as in words. Explain how you got your answers answer. While students are working, I will walk around the classroom and provide the appropriate support, to help students work through the problem. I will ask questions such as, What have you done so far? and Why did you add what you did? If I see a child struggling while working, I will ask, Where are you getting stuck? This way, I can work through the problem with the student and help guide them through it. For those who have mastered the problem-based task, I will ask them try and complete problems that involve figuring out fractions in the classroom. For example, students could give the fraction of how many desks are filled with students in the classroom or how many students birthday is in the month of March. These problems are little more complex and involve student thinking.

After

Once all of the students have completed the problem based task, one by one each student will present their answer and how they arrived at that specific answer. This way, other students in the classroom will see how their peers worked through the problem. This could be an effective way for students to see or more understandable way for getting to an answer to help them if they were possibly stuck or struggling during the problem.

PIZZA PROBLEM!

Name: _______________________________________________ Date: ________________________________________________

Activity: Miss Prime decided that since her students did a great job on their fraction test, she would surprise them with a pizza party. There are a total of 22 fifth graders in the classroom. Miss Prime ordered three boxes of pizza. Each pizza box contains ten slices of pizza. In the first box there are 4 pepperoni slices, 5 cheese slices and 1 pepperoni-chicken slice. In the second box, there are 3 sausage-pepperoni slices, 2 mushroom slices, 1 pepperoni-pineapple slice and 4 cheese slices. In the third box there are 4 onion slices, 2 pepperoni slices and 4 ham-mushroom slices. Below answer the following questions directly as stated. Good Luck!

(a) Write the total number of only pepperoni slices and only cheese slices together in fraction form. Show your work!

(b) Write the total number of only onion slices and ham-mushroom slices together in fraction form. Show your work!

Test time!!!
Name: ______________________________ ___ Date: ____________________ Directions: Below are two equations that you will need to complete. Make sure you show your work.

1. 2/3 + 2/9 =

2. 3/9 -1/2=