Lesson Idea Name: Instructional Software

Content Area Addressed: Math-Fractions

Grade Level(s): 4th grade
Content Standard Addressed:

MGSE4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by using
visual fraction models, by creating common denominators or numerators, or by comparing to a benchmark
fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.

Technology Standard Addressed: 3 - Knowledge Constructor

Selected Technology Tool: BrainPop

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/math/numbersandoperations/reducingfractions/

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

BrainPop, as a tutorial site, supports UDL in the following ways:

• Audio and Visual components to the Movie section supports auditory and visual learners.

• ELL students can access the video (Movie) in Spanish or French which supports students who are
bilingual.

• Students with an auditory disability can read the Closed Captions on the video to process and
comprehend the information being displayed.

• Students with an auditory disability can also read the “Related Reading” section to help support their
understanding of the content.

• Students with a visual disability can have the audio recording repeated multiple times.

Lesson idea implementation:

The teacher will introduce the standard on comparing various type fractions to sharing food into many pieces
as a hook. For example, pizzas can be sliced into different sized slices in a circular shape, while cheesy
breadsticks can be cut into smaller pieces in a rectangular shaped “whole” piece. The students will be
applying their knowledge about fractions to design their own menu at an Italian restaurant. The students will
be challenged to include 4 food items to have on their menu. The students will be assessed using formative
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 assessments as the teacher observes their collaboration with other students and a summative assessment
with the final menu as a product.

After watching the BrainPop video, the teacher will write on the Smartboard examples of the food items
students think of and ask them, “How will each item be divided into a fraction?” Students will be instructed to
draw a model of each food item and how it will be divided into equal parts. When the students pick food
items and draw an appropriate model, the student will use this information to inform the class how they are
able to distribute those items on the menu to their classmates or other people. In order to extend this lesson,
I would create a real-life scenario where the class is catering their Italian food to a large party. As a
summarizing statement, I will give feedback about my students’ final menu. I will create a checklist with the
criteria the student needs to meet and provide them with comments on their strengths, weaknesses, and
ways they could improve their product.

Reflective Practice:

To extend the lesson to a higher LoTi level, students will create a physical menu to present to the class. The
teacher will give students scenarios for how they can cater this menu to groups/parties of 25, 50, 75, etc.
people. They could present this information using a KWL format on a poster board into 3 columns. The first
column would be the initial concepts they know about fractions and recognizing similar or different
numerators/denominators (What do I know about fractions?). The second column will be, (what do I wonder
about fractions, dividing food, or designing a menu?)The third column would be (what they have learned)
about the relationship between how foods can be divided into fractions. An app. that would help students use
this KWL format would be Inspiration Maps, since they could brainstorm their ideas and create an outline.

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