Teacher Candidate: Kimberly Smith
Teacher Candidate: Kimberly Smith
|Course: EDUC 530 | |
|LESSON PREPARATION [before the lesson] |
|Topic: Multi-Step Word Problems using Fractions |Concept: Word Problems with Fractions |
|Subject: Mathematics |Grade: 4th / Individual Student |
|State Standard: |
|Model, read, write, compare, order, and represent fractions with denominators through |
|twelfths using region and set models (N-1-E) (A-1-E) |
|Use common equivalent reference points for percents (i.e., ¼, ½, ¾, and 1 whole) (N-2-E) |
|Solve problems involving simple deductive reasoning (D-3-E) |
|National Standard: |
|Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as |
|divisions of whole numbers; |
|Build new mathematical knowledge through problem solving |
|Solve problems that arise in mathematics and in other contexts |
|Apply and adapt a variety of appropriate strategies to solve problem |
|Primary Objective: Objective is to solve multi-step math word problems involving fractions. |
|Classroom Diversity and Differentiated Instruction: High-functioning austistic |
|Materials/Equipment |
|M&M’s |
|Play Money |
|Paper |
|Crayons |
|Technology Integration: |
|A good tool for independent practice on fractions. |
|Character Principle: "And let us not be weary in well doing: for in due season we shall reap, if we faint not." (Galatians 6:9) |
|LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students to be successful in the summative |
|evaluation at the end of the lesson. |
|Set |
|Pass out a baggy of 18 M&M’s to each student. |
|We will count out loud how many M&M’s are in the bag and we will make this the whole. |
|I will then tell a story that a friend is coming over and you need to share your M&M’s equally and from there each student will |
|split the 18 M&M’s equally (9 and 9) and tell them that this is ½ |
|Then I will tell them that now their other friend is now coming along too and we need to share our M&M’s with them as well! |
|(Teacher says: so now how many people including you are going to share the M&M’s? 3, good job!) |
|Let’s put all the M&M’s back together again and let’s separate them equally into three groups now (6, 6, and 6) and each group is |
|1/3 of the total amount we started with. |
|Then I will write the problem on the board that we just solved using the story told (Allison had 18 M&M’s. She had two friend’s |
|over and decided to share them equally. She gave two-thirds of them away. How many did she give away?) Once the students count how |
|many were given away they can enjoy their M&M’s and that will start out lesson. |
|Teacher Instruction: |
|Teacher: write sample word problem on the board and then ask the class if they know where to begin to solve the problem. All |
|responses encouraged and welcomed. Then tell them what we will review in class today, how we will begin to understand word problems|
|with fractions, and how we can work as a class to master the lesson! |
| |
|Teacher Modeling: |
|Once lesson concept has been explained and expectations have been discussed the teacher will begin answering the sample question |
|originally on the board. |
|Children’s Literature Selection: Apple Fractions by Jerry Pallotta |
|Guided Student Practice: Math problem solving process |
|Read the problem together “Joey had 24 dollars. He gave one-third of them away. How many did he give away? |
|Underline these words together: 24 dollars, one third |
|Look for unnecessary information that couple possibly be crossed out. |
|Circle any unknown words and look them up in the dictionary. |
|Ask students to create a question using the words underlined, this will help guide them to answer the problem. |
|Have them write the question on the top of their paper. (An example of a created question would be; what is one-third of |
|twenty-four dollars?) |
|Take this time to encourage students to think of possible answers. All responses are appreciated and encouraged. Have that student |
|explain why they came up with that response. |
|Students may solve the problem using several different strategies |
|Use objects (play dollar bills) |
|Act it out |
|Draw a picture |
|As a class begin to discuss how the problem was solved. (Can anyone retell how you solved the problem? How many groups did the |
|story talk about? How did you figure that out? |
|Brainstorm with students what terms or operations they will use to solve this problem. Reread the problem and find the words in the|
|sentence that refer to the operation needed. (terms: one-third, operation: fractions) |
|Have students write their answer to the problem and explain how they got their answer (step 1, step 2, etc.) |
|Independent Student Practice: Use the website provided above to practice fractions independently. |
|Closure: |
|Students will draw a picture to go along with the word problem and they we will review the picture, the process, and the outcome. |
|Will review the lesson just reviewed for understanding. |
|Questions to be asked. |
|Summative Assessment: |
|Test will be distributed to assess understanding of lesson and concepts. |
|LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations. This is to demonstrate the results |
|of what you have learned on K-12 student learning. |
|The outcome was as expected and intended. Loudon met the objective of this lesson plan. |
|Loudon had great participation, motivation, and willingness throughout the entire lesson. He got 2 out of the 3 questions correct |
|on the pre-assessment. |
|An alternative approach to this lesson plan could be writing several word problems on the board and asking student’s to circle the |
|key concepts rather than just doing this once. Once completed as a class we can formulate new questions using only the key |
|components. |
|Count money, determine change, and solve simple word problems involving money |
|amounts |
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