Simplifying Fractions By Danielle Neill

Transcription

1 Simplifying Fractions By Danielle Neill Lesson: Simplifying Fractions Length: 0 minutes Age or Grade Level Intended: rd grade Academic Standard(s):..8 Show equivalent fractions using equal parts. (Core Standard) Performance Objective(s): Given complex fractions, the rd grade students will make the fraction smaller/ in simplest form with an accuracy of out of correct. Assessment: worksheet from Name Date SuperKids Math Worksheet Reducing Fractions with denominators of or less

2 Key # Date SuperKids Math Worksheet - Answers Reducing Fractions with denominators of or less

3 Make your own SuperKids Math Worksheets at: Copyright 8 Knowledge Share LLC. May be photocopied for personal or school use only. Advance Preparation by Teacher: The teacher will need to create a worksheet in order to evaluate whether the student learned the material. Gather materials, like candy and blocks that will be used during the lesson. Procedure: Introduction/Motivation: Start off by finding out what the students know about fractions. Also find out what the students can do. In order to find out talk about the definition and what a fraction actually is. A fraction is a part of a whole item. For example, when someone eats a fraction of the pizza they are eating a part of it. Step-by-Step Plan: Remember to add the identification with Gardner s intelligences. (i.e. Gardner: Musical/Rhythmic).) Talk to the students about fractions. (Linguistic intelligence).) Ask the students if they know what simplifying means. If they do not know what simplifying means, explain it..) Start off by showing the students how fractions work by using the blocks. Give examples of fractions that equal the same and can be simplified to the same thing. (Bodily-Kinesthetic Intelligence) a. For example, / can be simplified to ½..) Ask students to give you some examples..) Explain how fractions work. Also, explain that in order to simplify fractions you must divide the fraction by the same number for both the numerator and the denominator. (Logical/ Mathematical intelligence).) Make sure that the students understand how you have to divide the numerator and denominator..) Do some examples problems. 8.) Next, if you have time or if you want to get a bag of skittles you could do an activity with the skittles. You could separate the skittles into colors. Then by using colors as a whole you could explain how one fraction can equal the same as another fraction..) Make sure that the students understand how to simplify fractions. 0.) Finally, hand out a worksheet to the students and have them work on it..) Grade the worksheet and figure out if the goal was accomplished by your worksheet. Closure: Ask the students what they learned about fractions. Also, grade the worksheet and talk with the students through the worksheet. Adaptations/Enrichment: Student with Learning disability in reading comprehension: The students with learning disabilities in reading comprehension would really not be affected too

4 much when it comes to fractions. The students with a learning disability in math comprehension would probably have a problem. However, in fractions reading comprehension would not affect whether a student could simplify a fraction or not. Student with ADHD: Allow them to get more familiar with the blocks. Allow them more time to complete the worksheet if needed. Allow them to ask questions while working on their worksheet. Student with Gifts and Talents in Creativity: Allow the students to create a block -D model. Also, allow the students to explore a little. Let the student see what they can come up with. Self-Reflection: Write out the questions that you will use to evaluate yourself. What did the students seem to enjoy about the lesson? Was a worksheet the best way to evaluate the students performance? What did the students not like about the lesson? Did your lesson accomplish what you wanted it to accomplish? How can I improve this lesson next time I teach it? Manchester College Lesson plans- EDUC 0 Name: Danielle Neill Teacher: Dr. Korrine Gust Date : MC Lesson Plan Format with explicitly stated Academic Standards. C- Plans informative, developmentally appropriate lessons and/or units INTASC,,, Lesson Plan Objectives C- Plans informative, developmentally appropriate lessons and/or units INTASC,,, Assessment A- Develops appropriate tools to assess learning INTASC, 8 Title of Work: Reducing fractions Criteria follow MC format or state academic not included. No assessment is planned. follow MC format but does state academic included, but are not correctly written or do not relate to the stated academic standard(s). assessment does not match learning objectives. Lesson plan follows most of the MC format and explicitly states academic included, relate to stated academic standard(s), but are not written correctly. assessment matches learning objectives, but is not a part of the procedures for the lesson. Lesson plan follows MC format correctly and explicitly states academic well written, and correlate well to stated academic standard(s). assessment matches learning objectives and is embedded in the procedures for the lesson. Points Procedures are Procedures are unclear Procedures are Procedures are Procedures can

5 thoroughly written, including Gardner's MI and Bloom's Taxonomy questions. C- Uses effective questioning strategies INTASC,, Adaptations/Modifications and Enrichment Opportunities E- Differentiates learning opportunities that respond to individual learning styles and learning challenges INTASC,,, and do not include Gardner or Bloom references. include reasonable adaptations, modifications and/or enrichment mostly clear and attempts to include Gardner and Bloom references. Lesson includes one reasonable adaptation and/or modification and an enrichment clear and references to Gardner and Bloom are attempted. Lesson includes more than one reasonable adaptation and/or modifications and an enrichment be easily replicated by others including Bloom's questions and the use of Gardner's MI. Lesson thoroughly details reasonable adaptations, modifications, and enrichment opportunities that are exemplary. _ Grammar and Spelling R- Models appropriate written communication skills INTASC or more errors in - errors in - errors in No errors in Teacher Comments:. Total----> /