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Lesson Plan 9

Name: Fatma Altenaiji Grade CCSS Math Strand: Unit 11: Fractions
Level: 2 Lesson: Part of group

CCSS Standards: How fractions can be used to represent numbers and their parts

Main Lesson Aims (Concepts, Procedures, & Processes):


- Students will be able to recall the components of fraction (Numerator, Denominator)
- Students will be able to construct fractions to represent groups of samples
- Students will be able to assess the fraction that represent group of samples

Materials:

teacher books Page 600 – 601

student book(s) Page 600 – 601

worksheets/ papers In the Appendix

teacher materials Marker, purple and yellow sticks, flash, power point, worksheet

student materials/ Pencils, colors


manipulatives

technology Data show: power point

other None

Key vocabulary with definitions (and pictures if appropriate):

word glossary definition image

Numerator The top part of a fraction

Denominator The bottom part of a fraction

Fraction sample draw represent part of a group

Students’ Prior Knowledge: The students must know the fraction as numerator number
at the top which is the part of group and denominator at the bottom which is the whole group

Possible Problems and Misconceptions: problem in technology "data show"


Misconception: fill in the missing numerator or denominator question

Solutions: plan B, the colored sticks tool, flashcards and worksheet assessments, math book
Misconception solution: lead the students to read the question first. Look for the missing space of
the fraction. If it’s the numerator they will count specific group of objects of the question. if the
space is in denominator they will count the whole group of the question objects.
Lesson Plan 9

Lesson Schedule
Targeted teacher questions to promote HOTS: Good morning! How are you? Today we will learn an
interesting lesson " part of group". Excellent! Very good job! Clap your hand for them, help me distribute
the activity envelope to the groups.
Student communication and use of math language: Numbers that present fraction, numerator and
denominator word, "explaining the reason of answering part of question 1 page 600 in this way"
Engage (warm up, review prior knowledge): time:
1-Teacher will write the day, date, the title of the lesson, and the learning objective in the board
and explain it to students as first step to begin the class. 15
2-Teacher will Explain the components of fraction (numerator, denominator), and present a
power point to warm up students to the lesson, explain the important key terms, and get them
the idea of the lesson. beside the power point also teacher will have a tool which is a two-
different group of colored sticks, purple and yellow. To support the question of constructing the
fraction of the purple sticks. teacher will present the tool to monitor it in front of students.
3- Teacher will explain the pizza game activity, the activity is a small part of pizza's and a
different fraction, students in groups must match the pizza with the fraction that present it. the
winner group will get a pizza candy from the teacher.

Core (introduce and practice new concepts & procedures):


1-In the core part of lesson teacher will ask the students to open their books page 600, she will
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open the book in the data show as well. teacher will read the question, students will come to the
board and answer. teacher will make sure that all students get the chance to participate in the
lesson practices and understand the concept by asking them or complete the next practice
question individually in book and mark it for them.
2- after this practice, teacher will have an activity sheet, the sheet needs from students to color
the shape to show up the fraction given. It is engaging activity that will do in groups of 3.

Close (wrap up, discussion, brief review activity or assessment):


1-Teacher will ask students to open their book again page 601. Students will complete
10
answering questions from 7-10. Teacher will mark for them.
2-The last two questions in page which are (11- 12) teacher will read, monitor students on how
we will solve this. Asking them to come in board and answer. Even if it is wrong. Explain it more
and let them try. This can be helpful and useful to see if students understand the concept or not.