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Amy Hunt

Student Teaching

March 1, 2015
Period 3/6

SOPA- Relating Fractional Units to the Whole

Interpret a fraction as division of the numerator by the denominator
(a/b = a b). Solve word problems involving division of whole numbers
leading to answers in the form of fractions or mixed numbers, e.g., by
using visual fraction models or equations to represent the problem.
Apply and extend previous understandings of multiplication to multiply
a fraction or whole number by a fraction.
O- Students will be able to find the whole when given a fraction or
percent of the whole.
P- I will begin my lesson by having the students come in and write the
math message and objective into their notebooks. Students will be
allotted 10 minutes to complete the math message while I circulate
around and check the math homework from last night for completion.
After students are finished, we will review the answers to the math
message, and then go over the homework. Once we finish reviewing, I
will ask for any final questions before we move on to todays lesson.
The first thing that I will go over with them is the difference between a
unit fraction and a unit percent. We will write these definitions down in
our math journals and provide and example for each of them. Then I
will have them try to solve number 3 with me on the board. I want to
hear their thoughts and suggestions for ways to solve this problem.

Amy Hunt
Student Teaching

March 1, 2015
Period 3/6

This problem is different than what theyve been working with because
they have to create a formula to solve the problem. After suggestions, I
will solve the problem with them on the board, and then show them
that you need to create a formula. They will write down this formula in
their notebooks to reference later, and then they will try problems 5-7
in their math journals. Students will have 5 minutes to complete these
3 problems before we go over the answers on the board. Once we
review these problems, students will work on page 281 on problem 1.
They will conference with a partner afterwards and check their answers
together before we go over it as a whole. Then they will repeat this
same cycle for problems 2 and 3 on the same page. The homework for
the night will be study-link 8-10 Unit Fractions.
A- My assessment will be during the lesson, assessing how well the
students understand creating a formula to solve parts of a whole, and
how they do in their math journals. If I feel like the majority of the class
understands the lesson, I will pull a small group lesson on the carpet.
However, if I feel like the students are still confused, I will put the
whole class to the board again and go over another sample problem
with them.