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|Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans |

|instruction. |

|Component I: Classroom Teaching |

|Task A-2: Lesson Plan |

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|Name: Mariah Tesarz Date: 2/6/15 Cycle: |

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|# of Students: 24 Age/Grade Level: 5th Content Area: Multiplying Fractions |

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|Unit Title: Multiplying fractions Lesson Title: Center Work, practice |

|Lesson Alignment to Unit |

|Respond to the following items: |

|Identify essential questions and/or unit objective(s) addressed by this lesson. |

|I can multiply a fraction by a whole number using any method. |

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|Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. |

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|CC.5.NF.4a Students will be able to apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |

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|Describe students’ prior knowledge or focus of the previous learning. |

|Students know the application and models for adding and subtracting fractions. Students also know the concept of what multiplication entails. We have already tackled one model when putting the|

|fraction into groups, so the students already know one concept and method to solve each multiplication fraction problem. After the past few days of learning two new models (pizza and candy bar)|

|and the algorithm for multiplying fractions by a whole number, students can now put it to practice and continue to complete the centers they are in. |

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|Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. |

|The students took a Pre- Assessment of this task of multiplying fractions by a whole number. At the end of the first week they will take a Post- Assessment of the material as well. Next we |

|will move onto multiplying fractions by a fraction and there will be a unit test at the end of it all. |

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|Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of |

|the unit. |

|The lesson today is straight center work. The students with IEP’s are still responsible for completing centers. However, depending on how many the rest of the class gets to these students are |

|responsible for about half to make sure that they focus on the task at hand for each center so they really get as much practice as possible. Much of the time the students with IEP’s and math |

|resource get pulled back to work at the kidney table for more individualized work with the teacher, where all of the students work on the same problems together. |

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|Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior |

|knowledge): |

|Having the students work on centers is a great way to see students progress and struggle to pin point what else needs to be taught in order for the students to master the task. The day before, |

|before centers were started we as a class had a review. This was to refresh his or her memory before the work began. Maybe more review will be needed before center work continues based on how |

|the teacher feels walking around the room observing the students work. Also, each day the student have been completing exit slips which has been giving a lot of guidance on which students need |

|continued help or if they are understanding the material. They have been a good indication on the ability of the student at that time. |

|Lesson Objectives/ |Assessment |Instructional Strategy/Activity |

|Learning Targets | | |

|Objective/target: |Assessment description: |Strategy/Activity: |

|To practice using the new concept through center work.|Station work, with paper filled out. |Each station has a specific task each student is responsible for. At the |

| | |end of the week the students will be held accountable for completing every|

| |Assessment Accommodations: |station and having the appropriate work to show for it. |

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| | |Activity Adaptations: |

| | |IEP students can be pulled back to work on a center together. |

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| | |Media/technologies/resources: |

| | |Center buckets and material needed for each one. |

| |Assessment description: |Strategy/Activity: |

|Objective/target: |Completion of centers for that day… More than just 2 problems |Center work |

|To stay on task and focused through the centers and |completed | |

| | |Activity Adaptations: |

| |Assessment Accommodations: |Giving certain goals for students to complete or work ahead |

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| | |Media/technologies/resources: |

| | |Center basket and task |

|Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies |

|will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) |

|We will begin with a little review of the past three days, going over all of the models. |

|As a class we will do problems that hit the models and the new algorithm that was learned. |

|After the review is finished we will begin centers once more. |

|Today each student will be focused on completing 2 to 3 centers with time permitting. |

|Each group will choose which center they will go to that they have not already been to based on the categories available. |

|After it is time to clean up students will be assigned enrich 7.2 worksheet for homework. |

|Another exit slip will be given for students to complete before they are releases for specials. |

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|Reflection: |

|The review before center work went great. Each member of the group had a different way to solve the class problem demonstrating one of the ways we have learned. This way each student was |

|responsible for the counter, pizza, candy bar, or algorithm method (each table consists of 4 desks, so each desk is accountable for one of the methods). When the problem was completed by each |

|student, that student was responsible for teaching how they solved the problem based on his or her model to the rest of their table. This was a learning and teaching method for every student so|

|he or she knew how to complete the tas, but also use words to describe their action of solving the problem. This was a great way to see the students working on the math, but then also using |

|math language to describe and explain the process to their peers. I had gotten this idea from Mr. Kirkpatrick and it went very well. From this strategy and walking around hearing the |

|conversation between each student, I knew who was understanding and proving his or her knowledge through their work. I was also able to gather notes of who needed extra practice and help with |

|the new material. I had many students volunteer to share how they approached the lesson and how they taught it. It was great to see them all engaged and wanting to share. After this review |

|students chose and went back to working on their specific centers. We accomplished two centers today along with their last exit slip. The energy, the environment, and the math-taking place was |

|great to see for a Friday. The students continued to do well with the content. My low group is still struggling a little with deciding which model to use, so we worked on independent practice |

|and focused on mastering that skill at the kidney table during centers. I had some “ah-ha” moments with some of the students, but work and practice is still needed. We discussed how it would be|

|easier for them to do the pizza model when the denominator was an even number and then to use the candy bar method when the denominator was an odd number. With this decision some of the extra |

|guesswork that each student did was eliminated and they could focus more on the problem. I think this was a good fix. |

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