Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Fraction Equivalence

Grade Level/Content Area: 4th Grade/ Mathematics
Content Standard Addressed: MGSE4.NF.1- Explain why two or more fractions are equivalent by
using visual fraction models. Focus attention on how the numbers and size of the parts differ even
though the fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
ISTE Technology Standard Addressed:  What would you like students to know and be
1.1.c- Empowered learner: Students use able to do by the end of this lesson:
technology to seek feedback that informs and I would like students to be able to model
improves their practice and to demonstrate their equivalent fractions using fraction models and
learning in a variety of ways. explain how they are equivalent.
1.6.c- Creative communicator: Students
communicate complex ideas clearly and
effectively by creating or using a variety of digital
objects such as visualizations, models, or
simulations.
What is the student learning goal for this lesson idea?
The student learning goal is to be able to show how two fractions are equal by using their fraction
circles or fraction strips.
Selected Instructional Software Tool: Video multimedia: Adobe Creative Cloud Express

Description of Software: Adobe Creative Cloud Express is a multimedia tool where you can create
many different things like videos, social media graphics, etc. It is a great tool for educators as well as
students to show their creativity.

URL(s) to support the lesson (if applicable): https://creativecloud.adobe.com/

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☒ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.

☒ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing
it via an outside source.)
Lesson idea implementation:
TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea
Using this technology tool, the students will create their own videos modeling with their fraction
circles or fraction strips what equivalent fractions are and look like. The students will be provided
two different fractions to compare and talk about if they are equal or not and how they know. The
purpose of this video will be for them to act as the teacher and teach their topic. This activity will be
introduced with me showing an example of my own video explaining the topic using the same tool.
Students will be aware of their goals during the activity with clear directions and expectations of
what to do and how to use the technology tool. The teacher during this time will show students how
to use the tool and be available for questions as well as keep students on task. The students will
share their videos with their classmates, and they will be able to comment on one thing they liked,
or thought was right, and one think they thought was wrong or could be improved about that
student’s video. I will also give the students feedback on their work both positive and where they
could improve. To conclude this lesson, the students will share what they liked about the activity and
what they did not like overall as well as how they felt about their video and others.
Managing student learning: This tool will cause students to actively engage in being social learners in
teaching the subject to their classmates as a way of showing what they have learned. Students will start with
a storyboard or plan for how their video will go before engaging in the activity. There will be time limits on
the different steps in the activity and the student videos must not be longer than two to three minutes. This
way we can get through everyone’s videos in one- or two-days during math time and be able to give engaging
and productive feedback to each other.
Universal Design for Learning (UDL) Reflection:
The technology tool I selected for this lesson will support and enhance all learning experiences
because it gives them an outlet for creativity as well as a chance to show what they have learned. I
think this lesson touches on all the guidelines for the Universal Design for Learning. It supports
engagement because the students will get excited about making their own videos and be the
teacher. It supports representation because creating a video gives the students differentiation in
their learning rather than just doing worksheets or listening to the teacher talk all day. It also
supports expression because the students can use their creativity to model the fractions and design
the video in the way that they want.
Reflection:
I feel the lesson will help students better understand what makes fractions equal and give them a
chance to show their creativity with the rest of the class as well as act as the teacher for once.
Overall, I really enjoyed creating this lesson and I look forward to seeing how the students creatively
express what they have learned by teaching the other students in the class.

TFrazier, 2022