Student Name: - Weebly



Sharon Clark Date: March 5, 2012

Multimedia Planning Sheet

Directions: Complete this information before you develop your project.

Title of Project: Comparing and Ordering Fractions

Purpose of Project: To teach students how to compare and order fractions with like and unlike denominators

Target Audience: 4th grade math students

[pic]

Resources needed to complete this project:

Information Sources: Internet, textbooks, and CD-ROMs

Images: literal fractions and fractions found in real world settings as well as “funny fractions”

Audio/Video/etc.: Audio is needed. Just not sure exactly what kind at the moment.

Notes: Find graphics of fractions used in everyday life. Create my own fraction graphics.

Comparing and Ordering Fractions

PLANNING:

Topic: Fraction Action

Time: 30 minutes for 5 days

Class: 4th Grade Math

Content Standards addressed:

Tennessee State Standard 2 Number and Operations

SPI 0406.2.6 Compare Fractions

Use the symbols and = to compare common fractions in both increasing and decreasing order.

Technology Standards addressed:

Standard 3.0 Students will use technology productivity tools.

3.1 Students will use technology tools to enhance learning, increase

productivity, and promote creativity.

Materials:

Calculator, paper, pencil, math textbook, internet

|Objectives: |Bloom’s Taxonomy: |Assessment: |

|1 Given 3 or more fractions, |Synthesis |Students will complete an online quiz in which |

|TSW rearrange the fractions | |they must order and compare fractions |

|in order from least to greatest. | | |

|2. Given 3 or more fractions, |Synthesis |Students will complete an online quiz in which |

|TSW rearrange the fractions | |they must order and compare fractions |

|in order from greatest to least. | | |

|3.TSW demonstrate their |Application |Student will chose whether >,< or = is used |

|knowledge of >,< and = | |accurately during online quiz/practice |

|when comparing fractions | | |

TEACHING:

Motivation:

I will gain the learners attention by asking students if they would rather have ½ of a snickers bar or 1/12 of a snickers bar and why? We will discuss throughout the lesson why it is important to be able to order and compare fractions. I will use plenty of examples of when a larger fraction would be beneficial or when as smaller fraction would be beneficial. For example: if they had to pay for lunch, they would want to use a small fraction of their allowance as compared to if they were getting a monetary award from the school, it would benefit them more to have a larger fraction of the money available.

|Teacher Procedures: |Student Procedures: |

|Prior to the Computer | |

|Teacher will introduce the lesson |Students will participate in whole group discussion from textbook on |

|Teacher will teach ordering and comparing fractions from the textbook |ordering and comparing fractions. |

| |Students will work sample problems together |

|At the Computer | |

|Teacher will review computer rules |Students will view the entire tutorial in sequential order. |

|Teacher will monitor and assist students working at the computers |Students will view the video and do the practice and assessment |

|Teacher will informally assess students |activities |

|After the Computer | |

|Teacher will do a formative assessment |Students will give feedback on the activity (What they liked, what |

|Teacher will ask for feedback and check for understanding |they didn’t like, how the activity could be improved) |

| |Students will give feedback on understanding level (understood |

| |completely, partial understanding, still don’t understand) |

Reflection & Transfer:

Student will use his/her “reflection notebook” to reflect on the big idea of this lesson as well as what they learned and how the lesson helped them in any way. They will tell if the lesson was meaningful and rate it as far as their interest in the lesson. They will explain how this lesson could possibly add value to their lives.

Resources:

Envision math 4th grade textbook and workbook

, ,

Assessment:

|CATEGORY |4 |3 |2 |1 |

|Mathematical Errors |Scores 90-100% on online |Scores 85-89% on online |Scores 75-84% on online |Scores less than 75% on |

| |assessment. |assessment. |assessment. |online assessment. |

|Completion |Fully completes all 3 of |Fully complete 2 out of |Fully completes 1 out of 3|Does not fully complete |

| |the practice assignments |the 3 practice assignments|of the practice |any practice assignment |

| |from the computer tutorial|from the computer tutorial|assignments from the |from the computer tutorial|

| | | |computer tutorial | |

Student Name: Sharon Clark Title of Project: Ordering and Comparing Fractions

Lessons Learned: Reflecting on My Project

1. What was good or effective in your project? I had good visuals, which are always a plus. I included a video that reiterated what I taught in my tutorial. I found some good fun ways for students to practice their newly learned skills. I spent the necessary time it took to design fractions so that the students would have something pictorial (partially concrete). It is very difficult for students to comprehend abstract ideas without first going from concrete to semi-concrete.

2. How would you improve your project? I could probably add a little more animation so that the eyes don’t ever tire from reading from screen to screen. I think some students look forward to being able to “push” a button to experience a reaction. I could also add a few more sound effects.

3. What did you learn from creating this project (not about software), and how can you use what you learned in the future?

I learned that it is very important to take your time and incorporate steps for students. I should never assume that they know anything, but include everything that would be necessary for students to get a thorough understanding. If I include what they already know, then it can be used as review. However, if I don’t include what they need because I assume that they know, it could be detrimental to them ever learning the concept. I must always remember this when designing well-built lessons in the future. I also learned that in spite of the fact that I like a lot of bold colors, it can be overwhelming and hard visually for others. I should always use color that will be suitable for everyone. I did tone my colors down quite a bit from before my project was critiqued. However, I still used a bold color, but I attempted to make it more readable. I just couldn’t let go of the color this time for some reason. Color gives me a boost. If it does that for me, then possibly it does the same for my audience.

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