Differentiated Math Activities: Number and Operations-Fractions Domain
Lesson planning is not just about planning what you want your students to know, but also planning for possible situations that might arise and solutions that can be used. Using academic and behavioral data, a teacher must plan for what each child is going to need to help them access the curriculum as well as any individual accommodations that will be needed. The time spent on planning helps to ensure successful delivery of the lesson.
Select a 3-5 grade level and a corresponding Arizona or other state standard based on the Number and Operations-Fractions domain.
Compose an aligning learning objective and design appropriate activities for a selected group of 3-4 students, of varying academic levels, from the “Class Profile.”
Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic Resources.
For your differentiated activities, specifically address:
Fraction tasks, including area, length, and set/quantity models; or
Equivalent fractions. In the Multiple Means of Engagement section, draft five questions you could ask students during the lesson that promote conceptual understanding related to fractions.
In the Multiple Means of Representation section, describe five potential issues and/or roadblocks that might happen while delivering the lesson, based on the needs of the selected group of students. Provide possible solutions to each potential issue.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources s if you need assistance.
Teacher Candidate Name:
Grade Level:
3
Date:
Number and Operations-Fractions domain.
Unit/Subject:
Mathematics
Instructional Plan Title:
Solving fractions with uncommon denominator.
Lesson Summary and Focus:
Students will delve into the fundamental concepts of adding and subtracting fractions, particularly focusing on scenarios involving uncommon denominators. They will develop a solid understanding of how to perform these operations effectively, equipping them with essential math skills for solving real-world problems that involve fractions.
Classroom and Student Factors/Grouping:
When considering classroom factors, it's essential to take into account the socioeconomic background of the students, their racial and cultural diversity, and their varying levels of English language proficiency. These factors significantly impact lesson planning, as they necessitate adapting activities to accommodate different language levels, ensuring materials are accessible, and providing clear instructions that support follow-up at home.
The group consists of 4 Grade 4 learners of varying academic levels.
National/State Learning Standards:
The teacher diligently reviews national and state educational standards related to the Number and Operations - Fractions domain (NF) for the 3rd-grade mathematics curriculum. The objective was to precisely pinpoint the criteria that constitute the focal point of the lesson on solving fractions with uncommon denominators. These standards, namely 3NF.A.1, 3NF.A.2, and 3NF.A.3, encompass a variety of performance indicators and comprehensive standard language that align seamlessly with the lesson's learning targets, objectives, and planned assessments (Arizona Department of Education, 2016).
Specific Learning Target(s)/Objectives:
Objective 1: Given a set of fractions with uncommon denominators, students can add them accurately, demonstrating their proficiency in performing this operation with at least 80% accuracy on a written assessment.
Objective 2: After the lesson, students will understand the concept of equivalent fractions, as evidenced by their ability to generate and explain simple equivalent fractions related to the fractions covered in the lesson.
Objective 3: By the end of the lesson, students can compare fractions with the same numerator or denominator and justify their conclusions using the symbols >, =, or <. They will demonstrate this skill through a written comparison exercise with at least 90% accuracy.
Academic Language
General Academic Vocabulary
* Fraction
* Numerator
* Denominator
* Equivalent fractions
* Compare
* Whole
* Partition
* Symbol (> = <)
Content-Specific Vocabulary
* Uncommon denominators
* Fraction Addition
* Number line representation
The teacher will provide clear definitions and explanations for each term, ensuring students understand their meanings within the context of fractions. Visual aids such as diagrams and models illustrate concepts like numerators and denominators (Sowder, 2020). Additionally, students will engage in interactive activities, such as fraction comparison exercises and collaborative discussions, to reinforce their comprehension of these vocabulary terms in a meaningful context.
Resources, Materials, Equipment, and Technology:
Resources
* State educational standards for Number and Operations - Fractions (NF).
* Teacher-prepared lesson plans and worksheets.
* Visual aids and diagrams for fraction representation.
* Math textbooks or workbooks for reference.
Materials
* Fraction manipulatives (e.g., fraction bars or circles) for hands-on activities.
* Whiteboard and markers for interactive demonstrations.
* Individual whiteboards and markers for student participation.
* Printed fraction worksheets and practice problems.
* Chart paper for group discussions and collaborative activities.
Equipment
* Classroom computer and projector for displaying visual aids and interactive simulations (if available).
* Overhead projector (if applicable).
* Fraction models or diagrams as physical representations.
Technology
* Educational websites or software (if accessible) for interactive fraction activities and practice.
* Classroom tablets or computers (if available) for online resources and digital assessments.
Section 2: Instructional Planning
Anticipatory Set
Fraction Puzzles: The teacher distributes fraction puzzle pieces to each student upon entering the classroom. These puzzles will consist of fractional representations that students must match correctly, encouraging tactile engagement and problem-solving.
Fraction Gallery Walk: The classroom walls will be adorned with large fraction representations created by students in a prior lesson. Students will participate in a gallery walk, examining and discussing these displays to activate their prior knowledge and initiate discussions on fractions.
Fraction Song: Introduce a catchy fraction-themed song with rhythmic lyrics and visuals projected on the whiteboard, incorporating auditory and visual elements to spark interest and create a memorable introduction to the topic.
Fraction Story: Share an engaging short story or scenario involving fractions, capturing students' imagination and connecting real-world applications of fractions to the lesson.
Interactive Whiteboard Activity: Using the classroom's interactive whiteboard, present a dynamic fraction-related activity that requires students to manipulate fraction representations, encouraging active participation and visual learning.
Think-Pair-Share: A facilitated discussion about students' experiences with fractions, encouraging verbal communication and collaboration while linking prior knowledge to the upcoming lesson.
Time Needed
1 hour
Multiple Means of Representation
Possible Issues and their Solutions
Issue 1: Language Barriers for English Language Learners (ELL)
Potential Issue: ELL students may struggle to comprehend complex fraction terminology and instructions presented in English.
Possible Solution: Provide bilingual or translated instructional materials, including crucial fraction vocabulary and directions in the students' native languages. Pair ELL students with fluent peers to assist in interpreting instructions and explanations (Arizona's Common Core Standards, 2012).
Issue 2: Overwhelm for Students with Special Needs
Potential Issue: Students with special needs may become overwhelmed by various visual aids and tactile materials.
Possible Solution: Offer simplified materials tailored to individual needs and learning styles. Allow students ...