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3 Class Period: 2 Class Periods Subject: Math Lesson # & Title: Animal Fractions Big Idea/Lesson Focus: Fractions Essential Question: Can students explain that the denominator represents the number of equal parts in the whole? Context for Learning: Our class consists of 8 boys and 13 girls and is located in an urban area, three student are on an IEP and there are no ELL students. Function of the Lesson (check all that apply):

Review Remediation/Re-teaching

Content Standards: 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction 1/b as the quantity formed by a parts of size 1/b. Learning Objectives: At the completion of the lesson, student will be able to explain that the denominator represents the number of equal parts in the whole. Academic Language (Academic Language Demands and/or Academic Language Objectives): Fraction Denominator Proportion Numerator Instructional Materials and Support: iPads, Outback Fraction Work Sample, Desert Fraction Work Sample, Pencils, Brown Paper Bags (colored), Little colorful joeys Prior Knowledge: We have talked about fractions before so they have a little prior knowledge. We are practicing to further than knowledge. After I taught fractions I realized that many of the students didnt understand them so we need to touch on them again. Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons

Asking students what they remember/already know about fractions

Day four activity is the assessment on fractions

Walk around and look at what and how everyone is doing. If there are work samples they will be collected for assessment

Assessment(s) at the end of the lesson: Clear up misconceptions Post-Assessment for the unit: Assess all that was taught in the unit

Strategies & Learning Tasks DAY 3: Introduction/Opening: When the students come in the desks will be arranged in four separate pods of five desks. 1. Hi everyone! Hows your research going? Does anyone have any questions from yesterday about filling in your template? Would anyone like to share a fact about their animal that they found interesting?

Okay, if there are no more questions and nobody else wants to share a fact Im going to have you break off into groups based on the animal/habitat you were assigned to by Ms. Finch yesterday. Raise you live under the sea with Ariel, in the ocean. Great! The ocean habitat is going to sit at table number one today. Raise your hand if you live in the hot, dry desert. And your group is going to sit at table number two. Raise your hand if you live in the outback? (in Australian accent) You get to sit together at table three. And last, but not least, raise your hand if you live in the rainforest. All the animals in the rainforest habitat will live at table number four today. 3. Today we are going to talk about fractions. I know we have talked about fractions some before but it seems as though they might still be a bit tricky. Show me a fist to five about how confident you feel about fractions. If you think you understand all there is to know about fractions then show me a five but if you think fractions are still really really tricky then I want you to show me fist. If youre somewhere in the middle then show me a 2, 3, or 4. (I would show the class a 2 or 3 that way the students dont feel obligated to show me a five to make me think they know more than they do.) Presentation/Explicit Instruction: 1. Lets start with a bit of review. Remember a fraction is made up of two parts. Can somebody tell me one of the parts? a. When students answer with numerator I will ask if that is the top number or the bottom number. Hopefully they remember its the bottom number. We will repeat what we already learned from the last time we did fractions. How do we remember that the numerator is the top number? Numerator north, NORTH NORTH numerator. (We point to the celling when we say north and then we bang on the desk when we say NORTH NORTH) b. When students answer with denominator I will ask if that is the top number or the bottom number. Hopefully they remember its the bottom number. We will repeat what we already learned from the last time we did fractions. How do we remember that the denominator is the bottom number? Denominator down, DOWN DOWN denominator. (We point to the ground when we say down and then we bang the desk when we say DOWN, DOWN) 2. What does the denominator- denominator down, DOWN DOWN denominator represent? a. Will scaffold/guide the students until they give me the answer whole or how many pieces there are all together or something else along these lines. 3. What does the numerator- represent? a. Will scaffold/guide students until they give me the answer part or pieces or something els e along these lines. Structured Practice/Exploration: 1. Today for practice we are going to do learning centers. a. Ocean, at your table, table one, you are going to play Dolphin Racing on the iPads. (App already on the iPads) i. Explain how to play the game. b. Desert, at your table, table two, you are doing a coloring activity to show what you know about fractions. The packets are already over there. c. Table number three, the outback, at your table you are going to hands on activity. At that table there are 4 bags, each bag is like a momma kangaroos pouch. Inside the pouch are little joey figurines. There is a red pouch, a orange pouch, green, blue and purple pouch. You will grab a small handful of baby kangaroos which are called joeys. From the handful you grab I want to know what fraction of them are the same color as the bag. I would show them and explain. For example, if you are working on the orange bag you will grab a small handful. I would figure out what fraction of joeys are orange. So I have a total of 8 joeys in my hair and 3 of them are orange. So on my paper I would write . Rainforest, table number four, you are also going to play a game. You are playing Fraction Monkeys on our laptop computers. (http://www.fractionmonkeys.co.uk/activity/) i. Explain how to play the game. 2. Those are our four centers for today. If you have any question please raise your hand and I will be around to make sure everyone knows what they are doing in their learning center. Closure: d.

2.

1.

You all did a wonderful job today with fractions! Tomorrow we will continue working with the same group of animals as we did today. Does anyone have any last questions?

DAY 4: Introduction/Opening: 1. Hi everyone! As you come in please sit where you sat at the beginning of class yesterday. Everyone did a wonderful job yesterday with fractions in our centers yesterday so today we are going to wrap up fractions today. Does anyone have any questions about fractions from yesterday? Independent Practice/Application: 1. Today we are going to do an activity as a class. I need you to listen carefully because we are going to be very active today. Hopefully this is a fun activity! a. This activity is how I will assess the students. i. 1 group will be the active group the other 3 groups will be writing. 1. I will ask the active group to stand if and then the writing group will have to figure out the fraction is standing and write it on their paper. The paper will be collected at the end and assessed. I will make the questions a little less difficult and give more time to the students in the dessert group who happen to be my lowest academically. a. Example of questions: If you are a dolphin stand up. What fraction of the ocean is standing? (easy) If you dont have any arms or legs please stand. What fraction of the class is standing? (hard) Closure: 1. Proportions are very similar to fractions. Explain how they are similar. Have the starfish stand up and explain thats 1/5 of the Ocean and thats also 1 starfish: 5 animals in the ocean. 2. Fractions and proportions are really important because we use them in everyday life. When will even use them when we build out habitats. When you researched your animals and your habitats I bet in everyones habitat you notices that are tons of different animals that live in the same habitat. Each animal only makes a small fraction of the habitat. And if we researched deeper into the animals that make up each habitat we would notice that in every habitat the proportion of animals that makes up that specific habitat is similar across the rest of the matching habitats. For example, each ocean has the same proportion of starfish and about the same proportion of whales while the outback has the same proportion of kangaroos and kola bears. 3. Tomorrow is another fun day in the animal habitats so I hope youre ready for the next adventure! Differentiation, Individualized Instruction, and Assessment: Assessment is day two of my lesson. Each of the habitat are made up of students who are on similar academic levels. Although I always have all three groups write down the fractions each level of questions get a little more difficult. For example, the desert group happens to be my lowest level students so whenever they are writing the fractions, the questions are easier than when they are standing/sitting. I also will give more time to the desert group to answer. Round 1 of questions: aimed towards the desert group, my lowest group academically. Round 4 of questions: aimed towards the rainforest group, my most advanced group. The games are continuous so they will continue to take you further into the game at more advanced levels. However, if the students dont understand fractions then they wont pass levels and therefore wont make it to the harder levels. They will remain on the levels that meet their needs.

Research and Theory: Gardeners Multiple Intelligences- I pulled different forms of intelligences into the lesson so hopefully the students had a chance to connect. We did a little art, when we colored the desert animals. I verbally explained fractions on day one and we did a little chant to remember what numerators and denominators are for the auditory learners. For the visual learners there are work samples to see and learn from. Vygotsky: Scaffolding. Before the students do the fraction centers on their own, I help them by explaining the activities and even showing them how to do them. Day one is also scaffolding them into day two. I use ASR (fist to five) to actively engage the students in the lesson. Movement is also incorporated in the lesson because research shows that students learn better with movement because it increases the glucose levels.

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