Brandon Cline Gilbert Middle School Simplifying Fractions

March 20, 2013 5th Grade Mathematics

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES After this lesson, I want my students to be able to simplify fractions to its lowest form by dividing both the numerator and the denominator by the Common Greatest Multiple. Upon completion of this lesson, students will work in groups and watch an interactive video to help learn this concept. WV CSOs M.5.NF.3 - interpret a fraction as division of the numerator by the denominator (a/b = a b) and simplifying the fraction to its lowest form. NATIONAL STANDARDS B.1.2 Fundamental ideas of number theory (divisors, factors and factorization, primes, composite numbers, greatest common factor, and least common multiple) ISTE Standards 2. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 21st Century Learning Standards Standard 3: Personal And Workplace Skills 21 C.O.5-8.3. LS.4 Students demonstrate ethical behavior and works responsibly and collaboratively work with others, in academic and social contexts, to accomplish both individual and team goals related to improve academic, extracurricular and co-curricular perfomormances. MANAGEMENT FRAMEWORK Overall Time - 1 hour and 20 minute lesson Time Frame 10 min. Pretest 15 min. watch interactive video on the SMARTBOARD and asking questions about the video 15 min lecture 20 min. students work in groups on a worksheet simplifying fractions 10 min. Students work out problems on the board 10 min. Recap/Postest STRATEGIES Group Work Lecture/ Discussion Guided Work Internet Board Work Worksheet

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Needs-Based Planning Learning Differences For students with different learning styles the teacher and I are there to help Sensory Differences I will make sure that board is easily seen for everyone and I will speak loud enough for every student to hear.

Attention Differences I will keep the schedule of events changing to keep the students from being bored

Behavioral Differences I will make sure that the students realize that the classroom rules are in are still in effect.

Motivational Differences I will provide different activities to keep students engaged

Ability Differences Group work will give the students the chance to work together and learn from eachothers strengths

Physical Differences I made sure that no ohysical activity was placed upon students with physical disabilities.

Cultural Differences We discuss how this concept can be used in real world situations Enrichment The students have workbooks to work on when finished

Communication Differences The aids will assist in communicating to every student

Multiple intelligence addressed (check all that apply): ___X__ Verbal/linguistic Spatial ___X__ ___X__ Logical/mathematical ___X__ Bodily-kinesthetic Musical

Naturalist Interpersonal Intrapersonal Existential Others (explain):

PROCEDURES Introduction/ Lesson Set

o Students are given a pretest to complete to see how much they know before the lesson o To grab their attention I asked them if they knew that math and pizza had something in common, o Once they were interested I showed a video from brainpop.com, focusing on teaching how to simlifying fractions using pizzas and robots to do so. o Once we finish the video, we take an interactive quiz online as a class to review what the video was about. Body & Transitions o I then deliver the lecture on finding the GCF of both the numerator and denominator and divide them by that, giving you a new fraction. o Then the class is separated into groups and work on a worksheet o After a few minutes, students are to go up and do the problems on the white board. Closure o I ask to make sure that the students had a better understanding of the concept o Answer questions that they may have o Recap the main points o POSTEST ASSESSMENT Diagnostic: I plan to give a pretest with five questions to test them to see what they know Formative: I will ask if they understood throughout the lesson. I also have the worksheet as a record to see their progress throughout the lesson. Summative: They were given a postest to see how much they have learned. MATERIALS SMARTBOARD Brainpop.com Worksheet from homework book Pretest Postest Whiteboard EXTENTED ACTIVITIES If Student Finishes Early They are to work on homework assigned by the supervising teacher. If Lesson Finishes Early If the lesson finished early, we are going to play a simplifying game of fraction bingo. If Technology Fails I will include the same lecture ideas that were in the video, in my own lecture. So they would not lose any material. POST-TEACHING

Reflection (SEE ATACHED) Data Based Decision Making I saw that most students improved on the post test and the rest stayed the same