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within the brackets following each prompt. Do not delete or alter the prompts.

Taught: 2/13/17

Fractions

Students: [This lesson will be taught to a classroom of 20 Third graders, in a whole group

environment. Of the 20 students, 12 are male and 8 are females. There is one student on a

504 plan and there are four ELLs.]

NCSCOS Standards(s): [3.NF.A.3d: Compare two fractions with the same numerator or

the same denominator by reasoning about their size and recognize that comparisons are

valid only when the two fractions refer to the same whole. ]

i. A number that expresses equal parts of a whole object or a set of

objects.

1. Fractions have two parts

a. Denominator

i. Shows how many parts are there in the whole.

b. Numerator

i. Shows how many portion(s) of the whole is taken.]

Lesson Objective: [Following a lesson on comparing fractions, student will complete and

exit ticket with 80% accuracy.]

Co-Teaching Strategy: ONLY COMPLETE THIS SECTION IF YOU ARE AN ECU COTEACHING

INTERN. [ ]

Academic Language:

Vocabulary or key phrases associated with content [Fraction: A number that

expresses equal parts of a whole object or a set of objects, Denominator: Shows

how many parts are there in the whole, Numerator: Shows how many portion(s) of

the whole is taken, Compare: estimate, measure, or note the similarity or

dissimilarity between, Equal: being the same in quantity, size, degree, or value,

Less: a smaller amount of; not as much]

Language functions [Solve, Compare, Represent, Model]

Syntax [Worksheet completion]

Discourse [Problem solving]

Differentiation:

Content: [Definitions are simplified, Instructions are repeated multiple times, Guided

practice and Independent practice activities are modeled.]

Process [There is a gradual release of responsibility from student to teacher

throughout the lesson.]

Product [There are visual representations available for all independent practices for

those students who need extra support.]

Product [There are visual representations available for all independent practices for

those students who need extra support.]

Learning Environment [The classroom is already designed strategically to where

each student is placed by another student that is either academically above them or

below them, so that they can help one another. It is also set so that that students

are not by anyone that will cause them any distractions, this in turn creates a

positive and conducive environment for learning.]

Classroom Management:

Group Alerting Strategy [To alert the students I will use a whole brain strategy. How

that works is when I say "class" they respond with "yes". I will change it up often to

keep them engaged, for example class, focus and they would respond with, yes,

focus. If students are getting off task and/or the noise level begins to increase I will

alert them by whispering if you hear my voice, clap once. Usually, at least one

student hears me and complies which in turns catches the attention of other

students. As more students join in, I will progressively increase my voice, while

increasing the number of claps until every student is clapping.]

Motivation Strategy [At the end of each week, class dojo points are given to

students who have remained on task and completed all their assignments. There is

also a colored clip chart, when students are behaving well, they remain on green

and when they are exceptional, they move up a color. I will often times verbally

praise individual students and/or the whole the class when I see that they are

exhibiting model behavior.]

Preventive Behavior Management Strategy [To prevent unwanted behavior, students

are strategically assigned seats away from anyone that would cause them to be

distracted from instruction time.]

Students will demonstrate their understanding by completing a short exit ticket.]

Procedures:

1. Focus and Review: [Students will activate their prior knowledge by reviewing the

ways in which fractions can be compared when they have similar denominators.

Students will be shown a blank fraction strip on the Smartboard. The fraction strip will

be broken up into 8ths. The students will be required to name each part of the fraction

aloud, as the students say the fractions, the teacher will write in the blocks on the

Smartboard. The students will then be asked, What is the same about all the

fractions? (after a few shares) the teacher will confirm that the similarity is, they all

have the same denominator. The teacher will then ask What do you know about

comparing two fractions with the same denominator (after a few shares) The teacher

will state that when the denominators are the same, they are to only worry about the

numerator and the fraction with the greater numerator is the bigger fraction.]

fractions with the same numerator or the same denominator]

3. Teacher Input: [ Using the same fraction strip from the focus and review the teacher

will introduce to the students a new way for them to compare fractions. The teacher

will begin by writing 4/8 under the fraction strip and asking students if they know

another fraction equivalent to 4/8 (after a few shares) it will be explained to the

students that 1/2 is equivalent to 4/8 because 4 is half of 8, this will be followed by an

illustration for those who may have a harder time understanding this concept.

Afterwards the students will be asked to list all fractions (with the same denominator)

that are greater than 4/8 [5/8, 6/8, 7/8, 8/8] as the students list the fractions they will

be written on the Smartboard. The teacher will then ask students if they can think of

another way that they could compare these fractions, if they were not allowed to use

the other methods that they were previously taught. (after a few shares) it will be

explained to the students that they could use benchmark numbers. Benchmark

numbers are other fractions and/or numbers you can use to help you compare

fractions, these numbers are 0, 1/2 and 1. Lets refer back to the fractions we were just

working on, so we understand that that 4/8 is equivalent to , correct? Then we also

noted that 5/8, 6/8, 7/8 and 8/8 are all greater than 4/8. Looking at those last four

fractions, are the closer to 0 or 1 whole. (after a few shares). The teacher will ask the

students Would you have rather have a whole cookie or 1/2 of a cookie (waits for

response) So, using that example which is bigger 1 or 1/2? Now that you know that,

which is bigger 8/8 or 4/8? After students give their response, the teacher will go on to

explain that when comparing fractions the benchmark numbers could help because if

they know that 4/8 is equivalent to 1/2 and 5/8, 6/8 and so one is closer to 1, they can

deduce that those fractions are greater and will always be greater than 4/8. Using page

698 of the Envision math book, more examples will be shared with the students. ]

4. Guided Practice: [Students will complete the guided practice of this lesson in their

Envision math book on pg.699 1-14. After students have finished, the teacher will go

over each question with the assistance of volunteers. Regardless if students have

questions or not, each question will be discussed in depth to ensure the understanding

of each student.]

5. Independent Practice: [ For this portion student will complete and exit ticket that has

5 questions: 1. Name one thing today 2. What are benchmark numbers and their

purpose? 3. What are the 3 benchmark numbers? 4. Which is greater, 2/7 or 6/7?

Explain, 5. Which is greater 3/6 or 8/9? Explain. Homework will be pg. 701, 1-14.]

numbers), these number are (0,1/2/1), Along with the methods you were taught last

week, this can help you better compare and contrast fraction.]

Lesson Reflecton: Analyzing Your Teaching and Assessing Student Learning

(Formal lesson reflection to be completed on only one lesson each week. You

select the lesson.)

1. Provide a graphic of student learning for your group. Be sure to summarize student

learning for all evaluation criteria in your lesson. You may want to use terms like far

below standard, approaching standard, meeting standards, or exceeding standards. [ ]

2. Use evidence found in 3 student work samples and the whole group summary to

analyze the patterns of learning for the whole group and differences for groups or

individual learners. [ ]

3. What does this analysis tell you about the success of the strategies that you used? [ ]

4. Explain how you provided feedback to address individual strengths and needs relative

to the lesson objective. [ ]

5. What opportunities will the students have to implement the feedback you gave? How

will you support them as they implement the feedback? [ ]

6. What changes would you make to your instruction to better support the learning of the

lesson objective? [ ]

8. Why do you think these changes would improve student learning? Support your

explanation with evidence of student learning and principles from theory and/or

research as appropriate. [ ]

9. Based on your analysis, what are your next steps for instruction for the whole group?

How will instruction be differentiated based on the needs of the students in your group?

[ ]

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