Understanding by Design (UbD) Lesson Plan Template

Transcription

1 Understanding by Design (UbD) Lesson Plan Template Classroom Teacher: Alison Elphick Grade (K-12) / Developmental Level:3 Date Lesson Will Be Taught: 4/30/14 Lesson Subject Area: Math Lesson Topic: Comparing Fractions Preservice Teacher: Shayla Hosaka Stage 1- Desired Results Established Goals/Big Ideas (Include): What are the big picture concepts, conceptual anchors, and connections? Students will be able to compare fractions by using fraction units of fraction bars and number lines. Students will be able to determine whether fractions are greater, lesser or equal to other fractions based on comparing the size of numerators and/ or denominators. Common Core Standards: CC.3.NF.2a Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. CC.3.NF.2b b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. CC.3.NF.3d d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

2 Understandings: Students will understand that.. Essential Questions: What questions highlight the big ideas? You can use visual models such as fraction bars, fraction strips, and number lines to help compare fractions. Fractions are numbers that can be represented on a number line and whole numbers can be partitioned into equal parts. The values of the numerator and denominator help you compare and reason about fractions. How can I use models to compare fractions? How can a whole number be broken into equal parts? Why is it important to compare fractions as representations of equal parts of a whole or of a set? Fractional parts are relative to the size of the whole or the size of the set. The more fractional parts used to make a whole, the smaller the parts. When comparing fractions of regions, the whole of each must be the same size. If you have two fractions, how do you know which is greater or has more value? How can I prove that a fraction is greater than, less than or equal to another fraction? How do you know the size of a fraction and how its size compares to other fractions and whole numbers?

3 Content Acquisition (Objectives): Student will know. Skill Acquisition (Objectives): Student will be able to Key Words: fraction, comparing, number line, fraction bar, equivalent, numerator, denominator, unit Use fraction bars and number lines to compare fractions. How to use fraction bars and number lines to compare fractions. Use the symbols >, <, = to compare fractions. If two fractions have the same denominator, the one with the greater numerator is greater. Ex: 4/5>3/5 If two fractions have the same numerator, the one with the greater denominator is less. Ex: 1/5>1/7 Determine which of two fractions is greater. Demonstrate the size of the fraction in comparison to the whole using fraction bars and number lines. If two fractions are equivalent, both fractions can be reduced to the same fraction. Some fractions can be compared by relating them to benchmark numbers such as 0, 1/2, and 1. Stage 2- Assessment Evidence Performance Tasks: What tasks will students be able to do to demonstrate understanding? Other Evidence: What other things can students do to show what they know? Fraction Strips Number Line Correctly color, cut out, and label fractions strips Compare numbers using fraction strips Indicate fraction units on number line by placing tick marks Check over their partners work to make sure they labeled the correct unit fractions on their fraction strips Answer questions Comparing fractions (homework) Hop across the number line and stop at tick mark that represents their fraction given Students will compare the fractions by looking at both number lines to see which fraction is greater while simultaneously verifying results

4 using fraction strips Self-Assessments: What ways can students check understandings to set future goals? Reflections: What did you identify during selfevaluation? Response Thumbs up/thumbs down or using fist to five to check for individual understanding at the end of the lesson and to set goals for what they need to improve on. Students will receive feedback during discussions and activities. Students will be able to refer back to the anchor chart and use their fraction strips to compare fractions. Stage 3 Learning Plan Learning Activities: What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are needed? Opening: Review students previous knowledge of fractions including the terms: fraction, numerator, denominator, equivalent, and comparing. Go over each term and each definition and refer to anchor chart. During: Fraction Strips Show students the first three fraction strips and how to label them correctly. Have students figure out which unit fraction belongs in the correct bar. Let students fill in the rest of the unit fractions. Once they are done, they will have a partner check to make sure they labeled correctly. Students will then color each fraction strip one color. Cut out the fraction strips.

5 Call out different fractions and have students compare them using their fraction strips. Show an example on the board using a fraction with the same denominator, same numerators, and equivalent fractions. Have students come up to the board to place their fraction strips on the Elmo and then compare fractions using greater than, less than, or equal to. Number Line Fraction Placement Activity Call upon two students at a time to come up to the number line. The rest of the students will be seated at his/her desk using fraction strips to compare fractions and observing classmates using the number line. Give each student a fraction post-it with a fraction as they come up. The student will tell me how many popsicle sticks they need for their fraction units. Have students place popsicle sticks on the floor as the tick marks, breaking the fraction into equal groups. Each student will start from zero and hop to his or her approximate location on the number line (Call out fraction while hopping). As students prepare to place their post-it, ask Is that a large or small fraction?, Will it be closer 0, ½, or 1? Have students compare the two fractions on the number line and determine which is the greater fraction. If there is extra time, switch Closing: Students will return to their desks, put their heads down, and wait for instructions. Students will hold up a number from 1-5 using their fingers to show their level of understanding for comparing fractions using a number line and using fraction bars or if there s enough time they will do a response on folder paper. On the back side they will compare two fractions to determine if it >, <, or = using either a fraction bar or number line to show their work. Three things I learned during the lesson Two questions I still have, or things I am wondering One thing I enjoyed about the math lesson today

6 Differentiated Instruction: During the Number Line Fraction Placement Activity, I gave my challenge students harder fractions (fractions that had bigger denominators were hard to evenly partition, and you were able to simplify. My low-leveled students were given the simpler fractions that that were easier to break into equal groups to find the fraction. Materials: Anchor chart Masking tape Fraction strips Fraction tiles Crayons Scissors Post-it Popsicle sticks Acknowledged: Date: Grade (if applicable): (Course instructor, university supervisor, and/or cooperating teacher)