MICROTEACHING PREPARATION FORM

Teacher Trainee: Marquetta Strait

Date: March 06, 2013

Course Title: Claflin Universitys Learning Improvement for Future Excellence (CU LIFE) Title of Lesson: One Grain of Rice

1. Concept to Teach: Doubling Numbers

2. Specific Instructional Objective:

Common Core Standards: Operations and Algebraic Thinking: o CCSS.Math.Content.4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.

Numbers and Operations in Base 10: o CCSS.Math.Content.4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using area models.

3. Focusing Activity: To get the students engaged into the lesson, I will ask the students would they rather have $100,000 or a receive one penny today and double it every day for 30 days. I will then introduce Demis One Grain of Rice: A Mathematical Folktale.

4.

Relevance of Lesson The students will be able to identify the main characters strategy in ending her villages famine. They will also help the main character by finding out the amount rice that the main character will receive from the raja.

5. Instructional Procedures:
Before: First, I will place the students in partners or small groups. Prior to reading the story, I will ask my students what they think the story will be about. I will question the importance of one grain of rice. During: The students are expected to listen closely to the story, which will aid them in their group activity. While the story is being read, I will have stopping points to ask the students to summarize and analyze the situation that is be discussed in the story. By having the students respond to these questions, I will know whether the students are being attentive.

 Problem-Solving Task: Upon finishing page 11, the students will discuss in their small groups or partners what their plan would be. Ask them, "If you were Rani, what would you ask the raja for as a reward?" I will then ask students to keep in mind that Rani is an unselfish girl who is trying to feed herself and the rest of the village. I then will continue asking questions and surveying the groups for their different ideas and opinions. After the students find out how Rani will obtain the rice, the must estimate how much rice she will obtain from the raja in 30 days. After: When the students find out Ranis method for obtaining rice, they will use the worksheet with the rice to show how the rice doubles each day for the first 7 days. After doing the first 7 days, the students will use basic computations with calculators and pencil and paper to find out the remaining of the month.

6. Materials, Resources and Equipment Needed:

One Grain of Rice: A Mathematical Folktale by Demi
Rice (a small handful) One Grain of Rice Worksheet Calculators

7. Plans to meet the needs of diverse students

By having the students count out each grain, this will provide a visual of how the grains of rice are being doubled. I will also give cues to begin their work, increase the time for completion, have students work in partners to increase the grasping of concepts, and the assignments will be given in sequential steps.

8. Closure
After completing the story, I will then pose the question again whether the students would prefer to have

$100,000 or a receive one penny today and double it every day for 30 days. I will then tell the students how much they would receive.

9. Assessment (planned or implemented):

The worksheet will serve as an assessment. The students will work with their partner to figure out the amount for all of the days in the month. The first 7 days will be demonstrated by the students counting their grains of rice. I will then have the students to share those responses with the class to make sure that they comprehend the multiplication pattern over the course of the month. I will then have the students write in their journals if and how Ranis plan was effective for her village.