LH+lesson+plan+1

Lesson Plan Template- ASL III Student Name: Lauren Hummert School/Placement: WFB middle school Grade Level: 7th Subject: Math Date: 2/17/2010 Instructional Model: Direct Instructions Lesson Title: Recognizing Halves

** Content ** Use equivalent fractions as a strategy to add and subtract fractions. 1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. ** Understandings: Students will understand that …. **  · Students will understand that numbers can be written in several different ways. · Students will understand that are several different ways to write and or represent fractions. · Students will understand the importance of creating common denominators when subtracting and adding fractions. ** Essential Questions: ** Where in the world do we see fractions? Why is it important to be able to express numbers, fractions or anything in several different ways? What would happen if we weren’t able to divide things up in our lives? (Ie: time, pizza, money etc.) **Knowledge and Skill Objectives:** · Students will be able to add and subtract mixed numbers. · Students will be able to create common denomenators in simple fractions. · Students will be able to recognize the different ways of portraying one half. · Students will know that when a fraction is equal to one half, the numerator will always be half of the denominator. ** Materials/Resources/Technology: ** Math 65 text book, lesson 68 supplement work sheets, white board/dry erase markers, pencils and paper. ** Product ** · Completion of practice and problem sets. · Supplemental worksheet on chapter 68. · Correctly writing an example problem on the board. ** Process ** Review: remind students that a number over itself (4/4) is equal to a whole. · Thumbs up or down Quick check for understanding: Write examples of ½ on the board. See how many examples students are able to recognize as ½. (1/2, 2/4, 3/6, 4/8, 5/10, 6/12, 7/14, 8/16, 9/18, 10/20)  § What do these fractions all have in common: (all equal to one half, numerator is half of the denominator) § Mental math: · How much is half of 5?, Half of 9?, 1-1/3, 1-1/4, 10% of 500? § Problem solve on white board: (model) · If an 8 ½ x 11 sheet of paper is folded in half across its length, two congruent rectangles are formed. What are the dimensions of each rectangle? – do this on the board for the class. · Draw 4 circles on the board. 1 of each in halves, quarters, sixths, and eighths. Ask students what part you would shade in to represent half. Underneath write 1/2, 2/4, 3/6, 4,8/ · Ask students what they notice about the numerator? Any fraction whose numerator is half of the denominator is equal to one half.

· Do example 1 and 2 out of the book together with the class on the white board. Allow students to come up to the board to solve and write the answers. · Check: thumbs up or down on recognizing halves.

Have students do practice problems independently and support students as they work. Go over any problems that students struggled with. Hand out supplement for homework.

WORK SAMPLES: I wasn't able to get work samples (they accidentally got thrown away after they were graded) but I got a great feel for what they learned later in the week: When I was observing, the kids were working on a worksheet and there were several problems that related to what I taught. A few of the students got stuck on them and began to ask for help. Before the classroom teacher could respond, one of the students shouted out "oh wait I remember, this is what Mrs. Hummert taught us last week" They all said "oh yeah!" and were all able to complete the problems on their own.

Students used white boards and I wrote down whether or not they got them correct (C and I) We had 10 total problems, and basically continued until all of the students were getting the asnwers correct with some confidence

Mara: I C I I C C C C C C Kate: C C C I C C C C C C  Jenna: I I C C C C C C C C  Devon: I C I I C I I C C C  Drayel: I I C I C C C C C C