Chris Jensen

Due date of assignment: March 11, 2015

Page: 214

Math activity number: 8.15

Content obj: audience SWBAT degree accurately behavior add and subtract the like
fractions condition with no help from the teacher or peers.

Language obj: audience SWBAT will degree accurately write what they do behavior in
their journals with condition no help from the teacher or peers, then communication
explain it to the student next to them.

Assessment statement: student was able to add and subtract like fractions with no help
from their peers or teacher. SWABT was also able to write the addition or subtraction
sentence.

What kind of activity is it? Why? Use direct quotes from the current Tucker readings and
other reading sources to build your discussion. Make sure you introduce the quote, state
the quote, cite the page, analyze the quote, and then apply the quote:
o This is a practice activity, in my class we have already taught it developmentally
and now they are practicing. According to the tucker reading it states that: when
we are adding like numbers we only need to think about how many we are adding
together (p. 210). By starting out with adding like units it helps us to dig deeper

Chris Jensen

with the knowledge that is needed in order to help the students later to be able to
continue to learn and progress

Instructions: Create an adaptation in which you apply Tucker principles (implement

more of at least two of the Tucker Principles). Instructions written for a child to follow.
You are responsible for bringing enough material for students to use.

Get into groups of 4 people

Get 8 slices of the paper

Tell your neighbor how many you have

Write it as a fraction on your paper

Roll the dice

Chris Jensen

Take that many from your neighbor on the right

How many are you adding to what you have? (tell your group mates)

Write down your addition sentence, your friend writes down their subtraction sentence!

Everyone gets to write addition and subtraction sentences based on what happens to them at
every turn.

When the game is over turn in your paper with your name.

Chris Jensen

Incorporate a diagram of an appropriate math manipulative and how it is used as part of

your adaptation

Justification: Explain why you believe what you have done will increase learning. Use
Tucker quotes from current readings and other reading sources to justify what you have
done. Make sure you introduce the quote, state the quote, cite the page, analyze the
quote, and then apply the quote.

Tucker states that the most effective way to show students how easy it is to add like fractions is
by using manipulatives (p.210). This lesson already had me using manipulatives in order to help
the students to see the difference in fractions and to help them to add the fractions easier, through
this it also helps to add the visual because they can see that they have a whole when they have
one. Through the lesson and the few things that I have added it will add visual, kinesthetic, and
communication. The changes that I added to this helps the students to see what they are doing by
giving the students the chance and opportunity to see what is happening in the lesson.

Chris Jensen

According to the ISOP model we need to have the objectives part of the daily routine and the
students need to have the background knowledge both of these are vital for the student to have
and understand because this helps them to become active members in their own learning. If we
are able to help the students to gain this then they will learn more and learn it deeper because of
their desire to learn.

Chris Jensen

Works cited
Tucker, B. F. ets. Teaching Mathematics to All Students. Pearson Education 2006
Center for Applied Linguistics, ISOP movie,
http://stream.byui.edu/VideoPlayer/BYUIplayer.html?
StartCue=0&EndCue=1613&VideoName=123318_23&VideoType=lectures
++++++++++++++++++++++