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Materials/Text:
o Quesadilla cut outs
o People cut outs
UDLTangible manipulatives to support the acquisition for abstract knowledge.
Lesson Component What will you do?/ What will students do?
Texas Essential
4 (B) apply qualitative and quantitative reasoning to solve
Knowledge and Skills
prediction and comparison of real-world problems involving
What common core
ratios and rates
standard(s) does this lesson
- Represent fractions as ratios of people to quesadillas
address?
and use qualitative reasoning and predictions to
How do you know the
determine which fraction allows for the most
students need this lesson?
quesadilla per person
Unpack the standard(s)
ELLThe quesadilla is a popular food among the Hispanic
by identifying the
culture and will resonate with this large portion of our total
strategy(ies) or skill(s)
ELLs.
Assessment Tony and Jim both host quesadilla parties. At Tonys party,
How will students there are 3 quesadillas for 8 people to eat. At Jims party, 2
demonstrate their mastery of people share 1 quesadilla.
the objective? 1) Draw a picture to represent the number of quesadillas
What evidence will you and people at each party.
collect to assess
understanding? 2) Next to your drawings, write a fraction to represent the
Are assessments number of quesadillas per person at each party.
differentiated for diverse
learners? 3) Label the denominator (denominador) , numerator
How will the data inform (numerador), divisor, and dividend in the fraction.
tomorrows lesson?
4) At which party does each person get the most
quesadilla?
TECHNOLOGY
https://www.geogebra.org/m/egxagyxu
ELLTechnology will be used to split shapesadillas, using a
visual so that language is not a barrier. They will also be able
to use this technology to translate unfamiliar, such as
numerator (numerador) and denominator (denominador),
words into their native language.
M: Scaling fractions
V: Voice level 2
P: Pairs
T: 4 minutes
Reflection
What does the data The students understood how to divide fractions in terms of a
show you regarding part-whole relationship. They were able to use manipulatives
student learning? in order to draw abstractions from the mathematical situations
and also like the pun shapesadillas. I think they may have
How did the pacing
understood better if they were using physical manipulatives,
impact the enactment of
rather than digital manipulatives as they were doing with the
the lesson? Geogebra program. A portion of the class should have been
Did all materials dedicated to small groups in order to reach struggling or
support student learning? special education students and partnering the students
Were there places should have been more purposeful and explicit, using groups
where students required of either heterogeneous abilities and/or homogenous cultures.
additional supports, or
places
where acceleration
occurred?