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Essential Question: What are the necessary steps to solve problems involving
multiplication & division of fractions and mixed numbers, along with whole numbers? How
can you appropriately demonstrate this within an online discussion board within the
classroom website?
Prerequisites (Prior knowledge): Students understand like and unlike denominators.
Students also have a basic understanding of both multiplying and dividing decimals,
however, do need additional review and intervention to achieve mastery. Finally, students
will understand how to properly access the classroom website.
Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)
Post-test: Correctly solve, showing all necessary and required steps, 2 to 4 multiplication
and division problems of fractions, mixed numbers, and whole numbers on a computer,
specifically in an online discussion board.
(Performance Assessments: )
• Students demonstrate their work online in a class-assigned discussion
board. The teacher immediately monitors student activity within the discussion board.
(Assessment Adaptations)
• Students will require adaptation from writing math problems and solutions on paper to
displaying them in typed text on a computer. Students will require close monitoring to
address any technical issues that may occur online.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.
• Step 1: Teacher-led demonstration.
• Step 2: Independent practice
• Step 3: Online discussion between peers and teacher
• Step 4: Verbal discussion to close lesson.
Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)
Teacher activity (The teacher is doing….) Student activity (The student is doing…)
• Introduce 2 real-world application • Students record problems on paper.
problems of multiplying & dividing • Students use prior knowledge to verbally
fractions. work out the problems with assistance
• Prompts students to solve problems from teacher.
correctly. • Students brainstorm ideas of how to
• Prompts students and proposes idea of correctly represent problems & their
showing all work and solutions to solutions on a computer and online.
problems on a computer and online. • Students follow along, practice, and ask
• Teacher demonstrates, with students for additional assistance as needed.
following along on laptops, proper • Students work independently to correctly
techniques of typing problems & their and proficiently type problems and their
solutions. solutions on a laptop.
• Teacher assigns each student 2 • Students follow along with online
problems to work out and type on a discussion board introduction and ask
computer using basic keys. questions as necessary.
• Teacher introduces students to • Students begin their independent work,
classroom online discussion board. solving their assigned problems,
• Teacher demonstrates creating threads followed by correctly typing their work
and responding to a post after typing and final solutions into their discussion
problems on the computer. thread within the discussion board.
• Teacher allows students to solve • Students seek additional assistance
problems on computers, post to from the teacher, as needed.
discussion board, and also reply to • Students make sure to respond to a
peers. Teacher provides individual minimum of two other students’ posts,
assistance as necessary. providing constructive feedback.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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• Teacher monitors discussion board • Students participate in closure
activity. discussion, giving effective feedback to
• Teacher leads closure discussion. the teacher while also reviewing the
lesson.
Closure:
Extensions for early finishers:An additional two problems will be assigned to these students to solve
and effectively demonstrate all necessary & required steps in the online discussion board. These
students are to also evaluate and provide feedback to all posts.
Alternate strategies for struggling students or those who learn differently:Teacher may activate
class-wide peer-tutoring as an assistive tool. Teacher may also work one-on-one or in small
groups with students while having high achievers work independently.
Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
• Students already have a background on proper steps to proficiently solve multiplication
and division problems of fractions.
• Students will learn how to properly handle school-issued laptops and efficiently log-in
to their school account.
• Students will learn how to properly access classroom website and discussion board.
• All postings must be approved by webmaster (teacher) prior to it becoming visible
online. This will ensure safety and security within the online world.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Lesson Development Resources
Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)
• Teacher laptop with box light for effective presentation to students.
• Teacher will need to verify students have their correct school log-in user name and
password prior to lesson to avoid delays during lesson.
• Class set of laptops and charging station.
• Class discussion board & problems created in advance, with all glitches worked out
as humanly as possible.
(Parent/Community Resources)
• Parents/Guardians will be notified that they may access the online discussion board
at anytime to review and even provide additional assistance at home with their child if
they continue to struggle at home.
(Contact Information)
• Parents/Guardians and students can access website, discussion board, and be able
to send a direct email from the site to me at anytime. I can then respond when
available or immediately in class.
• Parents/Guardians have been previously notified that they may also contact me by
phone before and after school as well as during my planning period.
• The website address, as provided to parents/guardians and students previously is as
follows: http://www.johnston.k12.nc.us/smithfieldm
Click on Teacher Websites
Click on Sixth Grade
Click on Christopher Maue
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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