Christina Occhiogrosso, Kristin Sarboukh, and Sara Molle Vesay, McConville, & Giannola SPE 304 Co-Teaching Lesson

March 6, 2013 Grade Level: 4th Content Area: Fraction Landmarks Co-Teaching Model & Rationale: Parallel Co-Teaching Christina: General Ed takes 12 students heterogeneous group Kristin: Special Ed takes 7 students heterogeneous group Sara: Special Ed takes remaining 6 students heterogeneous group Standard(s): -CCSS.Math.Content.4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Objective(s): Students will be able compare and contrast visual fraction cards to fraction landmarks. Students will be able to discuss comparisons between fraction cards and landmarks. Students will be able to debate and defend their placement and relationship of the fraction and its landmark. Students will be able to complete a fraction landmark worksheet with 85% accuracy. Materials: Visual fraction cards (previously made by students days prior to lesson) Visual number line containing landmarks 0, , 1, 1 , and 2 (one per student) Landmark worksheet (one per student) Pencils 2 packs of gum Procedure: 1. Introduce what a landmark is: Write the word landmark on the board. Can anyone tell me what a landmark is? Wait for student replies. Confirm what the definition of a landmark is and what it is in this context. A landmark is a place or object that is used to mark a location to help others know where to go or where we are. Today we are going to use fraction landmarks to know where our fractions should go.

2. Introduce fraction landmarks: Today we are going to work with 5 fraction landmarks. Landmarks should be written on the board in a visual (shaded boxes) number line format. Our fraction landmarks are 0, 1/2, 1, 1 , 2, or greater than 2. Introduce the fraction 2/5 and as a class decide what landmark the fraction would fall under. If we have the fraction 2/5 (draw a visual of 2/5 on the board) what landmark is this fraction closest to? Turn and talk with a partner where you think this fraction is closest to (give 1 minute for turn and talk). We will give you a minute to talk with your neighbors; we will come back as a group to share our fraction landmark choices. When students share answers ask them why they chose that landmark and explain the correct answer. 3. Break into groups: Now were going work with the fraction cards you made yesterday and complete a fraction landmark worksheet in our groups. Call students off by name. 12 with Occhiogrosso, 7 with Sarboukh, and 6 with Molle. 4. While in groups: Present each student with the visual (shaded boxes) number line and a fraction landmark worksheet. Model the activity: Yesterday you all created fraction cards and drew the fraction as well as wrote the fraction on an index cards. In our groups we are going to categorize the fractions on the fraction cards by their landmarks. Everyone has been given a landmark worksheet and number line. When I hold up the fraction card we are going to discuss what landmark we think the fraction should be under. When we come to the agreement we will write the fraction under that landmark. Does anyone have any questions? 5. Still in groups: Hold up the fraction cards and have students take time to discuss and defend what landmark they think the fraction belongs under. Students will record their answers on their own landmark worksheet. The worksheets will be collected at the end of the lesson. Closure: Were going to wrap up our lesson by showing you how you might actually see fraction landmarks in real life. Say you have a pack of gum or maybe even two packs of gum. What happens when you eat a piece or give a piece to someone else? You are left with a fraction of the original amount gum. So if my original pack of gum, I only have one pack, has 12 pieces of gum in it (draw the visual on board and show students the pack of gum) but I give 3 pieces away (hand 3 pieces to students who will be responsible with the piece of gum). What fraction am I left with? (wait for student response) Thats right! 9/12 of the original gum pack. So what landmark does this fraction belong under? Good job; this fraction falls under the Between and 1 landmark. Now when one of your buddies asks for a piece of gum and you can think about what landmark your pack of gum is around! Assessment: Students oral discussion and debate during the lesson will be used to assess the students understanding of fraction landmarks. Students accuracy and completion of the landmark worksheet will also be used as an assessment.
**This lesson has been inspired by Siegel/Bruno 4th grade at Parkway Elementary in Ewing, NJ

How does this lesson support brain-based learning? This lesson supports brain-based learning because it is connected to real life. By using the pack of gum with the different pieces inside, it allows students to connect to something they already know and have experience with. Every child has probably had or has at least seen a pack of gum. If it is explained that each piece of gum is a fraction of the whole pack, we are putting these fraction terms into a new context that children may understand. If there are twelve pieces of gum in a pack and you take three pieces out, you are left with 9/12 of a pack; in other words, you are left with nine pieces of gum out of the twelve you started with. Also, it could be a great way to demonstrate what a landmark is because you have all these small pieces of gum that equal one whole big pack. This big pack is so important, because it is a combination of all the small parts put together to make a whole. This whole is a fraction landmark.

What strategies support different learner characteristics? For our lesson, our goal is to get the students to understand the concept of a landmark in identifying where fractions go. In order to differentiate this lesson for our students that have attention deficits and the one student with the auditory processing disorder, we will create a number line for each student to have while they work in order to figure out where to place the fraction card that they were given. The visual number line and fraction cards will allow our students with auditory processing disorders to visually see where to place their fraction by actually seeing where each landmark is located on the number line. The fraction cards will have both the fraction itself and a picture of what the fraction looks like written out on the card. Having the cards and number line physically in front of each student will allow them to better grasp the concept of landmarks since they have trouble comprehending oral instructions. By taking the time to physically place each fraction card with its corresponding landmark on the number line, it will allow students with attention problems to have a movement break because they are physically placing their fraction card down. Also, since students can physically touch the fraction cards and number line, this will keep the students more engaged and motivated to complete the task.

Name:__________________________

Date:___________

Under what Landmark does the Fraction Belong?

Between Between and 0 and 1

Between 1 Between and 1 and 2 1

Greater than 2

Visual Number Line