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INSTRUCTIONAL UNIT:
TEACHER
Cambria Smith
COURSE
Education 389
DAY
4/25/2016
CAMPUS
University of La Verne
GRADE
3rd Grade
SUBJECT
Math
LESSON TITLE
M&M Fractions
LENGTH OF LESSON
45 minutes
GOAL OF UNIT
To understand what fractions are as well as
how to write them. Also, to be able to
compare fractions.
OBJECTIVE OF LESSON
The objective is for students to understand
fractions represent part of a whole and to be
able to write fractions correctly. The objective
is also for students to compare fractions and
determine which is larger or smaller.
ASSESSMENT
STRATEGY FOR ASSESSMENT
To assess student understanding, they will complete an M&M fraction worksheet and turn it
in once completed. They will also place their initial fractions by colors on a number line on
the board. This will help to identify if they understand how fractions compare and what is
larger or smaller.
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
I would offer skittles to those who are allergic to chocolate.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Long number line to post up on wall or board, M&Ms, Skittles, worksheets, computer,
PowerPoint presentation, projector, white boards, Expo markers
RATIONALE
I want to introduce the vocabulary first so
that students can familiarize themselves
with it and understand it when I use it. When
doing the guided practice or activity, I want
them trying to incorporate the vocabulary. I
would show the presentation to teach the
new unit on fractions and help the students
understand what they are, how to write
them, and how to compare them. The
rationale behind the number line is to get
kids up and out of their seat, as well as
seeing how all of the different fractions
compare. It shows me they understand
which fractions are smaller or larger than
others. It also lets them see everyones
different fractions and where they fall on a
number line.
RATIONALE
This activity is a fun one for children
because it involves candy. Using the colors
of M&Ms as fractions shows students how
fractions represent part of a whole and to
help them visualize it, as well as move the
groupings around with their hands for the
tactile learners.
RATIONALE
This gets students thinking beyond the inclass activity. It gets them realizing that
math is relevant to our lives and we need to
understand it. The rationale behind talking
in groups is to get them to talk
collaboratively, but also to hear some ideas
they may not have realized. It may change
their perspective.