FORM W

LESSON PLAN LP#: 1

Date: April 14, 2008

Teacher: Ms. Jacque Schneweis

Student: Tablemates: Sarah, Julie, Bret

Age: 7-8

Grade: 1st

GOAL: To increase the students’ knowledge of fractions. STATE STANDARD

BENCHMARK

INDICATOR

Standard 1: Reading: The student reads and comprehends text across the curriculum.

# 4: The student comprehends a variety of text (narrative, expository, technical, and persuasive).

#1: The student participates in discussions about narrative, expository, and technical texts read to them or text read independently.

#4: The student

responds logically to literal, inferential, and critical thinking questions before, during, and after listening to or reading the text.

OBJECTIVE (ABCD format) The students will comprehend information from the read aloud with 80% accuracy using oral questioning and a rubric.

ACTIVITIES (Estimated Time)

BLOOM’S QUESTIONS and ASSESSMENT First the students will QUESTIONS be advised that they 1. Can you please need to sit quietly state one fruit that and listen to the read was used in the aloud so that they book to show the can participate in the different rest of the activities. fractions? Read Aloud 2. Could you please The teacher will read list the different aloud the book Apple fractions that Fractions to the were covered in students. After the the reading? read aloud, the teacher will question 3. Would you please the students to see if describe how they can recall many cuts a information from the person would book. The teacher have to make in will use name cards an apple to cut an to call on the apple into halves? students. After the student answers the 4. Would you please question, the rest of explain how many the students will use cuts a person the every student would have to response method to make in an apple indicate whether they to cut an apple agree or disagree into fourths? with the given

MODIFICATIONS or ADAPTATIONS RE-TEACH If the students do not understand the concept of fractions, the teacher will cover the fractions again using a fractions coloring activity book. Each page will be a different fraction and will be represented in different ways. The students will also do extensive practice with the fraction circles and the fraction tower cubes. After the teacher felt that the students understood the concept, then we would continue on with the rest of the activities of the lesson.

ENRICHMENT For enrichment of this lesson, the teacher would bring pizzas in and the student would talk about how anything can be cut

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W answer using sign language. (Approximately 10 15 minutes)

5. Would you please identify how many cuts a person would have to make in an apple to cut an apple into thirds? ASSESSMENT of objective The students will be assessed using a participation rubric. See the Read Aloud Rubric for point distribution.

into fractions. The class would then practice cutting the pizzas into different fractions. After the teacher has finished cutting the pizzas, the student will get to eat the pizzas. SPECIAL NEEDS

For students with a hearing impairment, these students will be allowed to sit in the front of the room so that the students are closer to the teacher. This will allow them to hear better and have a clearer view of the teacher’s mouth for lip reading. Also, the fraction guide sheet will help the students with a hearing impairment; it will help to get the concept across to the student.

ENG. LANG. LEARNERS The English learning students will have access to a translation dictionary between English and their native language. The teacher will also give these students a sheet with the fractions in one column and the name in their native language in the second column.

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

# 1: Number Sense – The student demonstrates number sense for whole numbers, fractions, and money using concrete objects in a variety of situations.

#2 b. The student compares and orders ($): fractions with like denominators (halves and fourths) using concrete objects (2.4.K1a,c). #3: The student recognizes a whole, a half, and a fourth and represents equal parts of a whole (halves, fourths) using concrete objects, pictures, diagrams, fraction strips, or pattern blocks (2.4.K1a,c) ($).

The students will recall information about fractions with 80% accuracy using concrete objects and a rubric.

The teacher will bring in apples in order to help make the idea of fractions more concrete for the students. The teacher will make the following fractions with the apples: 1 whole, ½, 1/3, & ¼. The students will help the teacher know how many cuts to make in an apple to make the correct fractions. After the apple activity, the students will be given a Fractions Fact Sheet to help them see the different fractions, as well as the different way that fractions are sometimes represented. They will then show recognition of the many different fractions using fraction circles and fraction tower cubes. The teacher will call out a fraction and the students will have to pick out the correct circle or cube and hold it up for the teacher to see.

ASSESSMENT of objective

See Above

Formative Assessment The two page assessment will require the students to fill in the fraction rectangles and circles on the graphic organizer and then color different fractions using both fractions circles and fraction rectangles. This will test their recognition of and knowledge of fractions.

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W After the students have used the fraction circles and cubes, the teacher will give the students an assessment to test what they have learned about fractions. ( Approximately 15-20 minutes) GRAPHIC ORGANIZER (used in lesson): Formative Assessment LITERATURE (books read in lesson): Apple Fractions by Jerry Pallotta MATERIALS (used in lesson): Read Aloud Rubric, Name Cards, Fractions Fact Sheet, Fraction Circles, Fraction Tower Cubes, Pencils, Crayons, Apples, Knife, Napkins, Formative Assessment TECHNOLOGY (used in lesson, which specifically refers to electronic equipment: audio-visual devices, overhead projectors, computers, calculators, video and still cameras, adaptive technology, robotics, etc.): Laptop for lesson and research References Fractions. Mathematics Department Curriculum: Overview of Math Divisions. Retrieved April 7, 2008, from http://www.gcschool.org/pages/program/math/mathcurriculum.html Fraction Wall (2007). Victorian Essential Learning Standards. Retrieved April 7, 2008, from http://vels.vcaa.vic.edu.au/assessment/maps/maps_domain/maths/number/level3.html KSDE. (2006). State Standards. Retrieved April 7, 2008, from http://www.ksde.org/Default.aspx?tabid=1678 Pallotta, J. (2002). Apple fractions. New York: Scholastic. Bloom’s Questions 1. Can you please state one fruit that was used in the book to show the different fractions? 2. Could you please list the different fractions that were covered in the reading? 3. Would you please describe how many cuts a person would have to make in an apple to cut an apple into halves? 4. Would you please explain how many cuts a person would have to make in an apple to cut an apple into fourths? 5. Would you please identify how many cuts a person would have to make in an apple to cut an apple into thirds?

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007

FORM W

Worth 4 points. Rating Scale: 1=Unacceptable, 2=Acceptable, 3=Exceeds, 4=Greatly Exceeds. Objectives must be written in ABCD format! brw Revised 12/2007