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Week2 Day5

1) This lesson plan is for a 4th grade sheltered ESOL math class. Students will learn about fractions by manipulating recipes, including doubling and halving serving sizes. 2) Students will create poster boards showing the name of a recipe, ingredients, and mathematical equations for doubling and halving the recipe. They will present their posters to the class. 3) Assessment includes evaluating students' poster board presentations and ability to follow directions. The lesson aims to help students understand fractions and apply them to real-world recipes.

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118 views3 pages

Week2 Day5

1) This lesson plan is for a 4th grade sheltered ESOL math class. Students will learn about fractions by manipulating recipes, including doubling and halving serving sizes. 2) Students will create poster boards showing the name of a recipe, ingredients, and mathematical equations for doubling and halving the recipe. They will present their posters to the class. 3) Assessment includes evaluating students' poster board presentations and ability to follow directions. The lesson aims to help students understand fractions and apply them to real-world recipes.

Uploaded by

api-272371264
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson # 5

Grade Level 4th grade

Instructional Model
Sheltered ESOL Model (Math)

1st Semester/ 2nd Quarter

Lesson Title: Cooking/Food Unit on using Fractions


STANDARDS & REQUIREMENTS
MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCGPS or GPS
a. Understand addition and subtraction of fractions as joining and separating parts
Standard(s)
referring to the same whole.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of operations and
the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to
the same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem

MCC4.NF.4 Apply and extend previous understandings of multiplication to multiply a


fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 . (1/4), recording the conclusion by the equation
5/4 = 5 . (1/4).
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to
multiply a fraction by a whole number.

Differentiation

RESOURCES
Academic Language

Language Functions
Language Vocabulary

Materials

The activities and assignments in this lesson will be modified according to the English
Language Proficiency level of the students based on the WIDA standards. Level 1
students will be paired with at least one level 3 student during collaborative learning.
Students will have access to bilingual word-to-word dictionaries, be given a
substantial amount of wait time when required to provide a verbal response, and
instructions will be repeated and explicitly explained in different ways. Also, the
instructor will enunciate words clearly and slowly.
This lesson will focus on familiarizing students with basic mathematical equations with
fractions using the following academic vocabulary words and symbols throughout the
lesson: fraction, whole, part, multiply, divide, double, sum, solve, denominator,
numerator, +, -, x, /, =

Students will be able to demonstrate their understanding of addition, subtraction,


multiplication and division of fractions using equations and visuals.
The following vocabulary will be used during this lesson: total, multiply, double,
divide, whole, part, denominator, numerator, lowest common denominator, improper
fractions, mixed fractions, and equation

Completed Poster Boards

Technology
N/A
LESSON PROCEDURE
Enduring
Fractions can be represented visually and in written form.
Understanding
Mixed numbers can be added and/or subtracted.
Essential Question(s)

Lesson Objectives:
Content objective &
Language objective

Students will be able to demonstrate their understanding of addition, subtraction,


multiplication and division of fractions by doubling the serving size and decreasing the
serving size of a recipe. Students will demonstrate their understanding by explaining the
methods used to produce and solve the mathematical equations.

Assessment Link

The planned assessments provide students with an opportunity to demonstrate their


understanding of addition, subtraction, multiplication and division of fractions in
engaging ways that teaches skills that can be applied beyond the classroom. Also, the
activities afford students the opportunity to answer the essential questions by doing,
learn how to locate recipes online and manipulate recipes by applying their knowledge
of fractions.

Introduction to Lesson

Specify:

Body of Lesson

How do we add, subtract, multiply and divide fractions?


How do we double the servings for a recipe?
How do we make half of the serving size for a recipe?
How do we apply our understanding of fractions in everyday life?

To introduce the lesson the instructor will hand back the completed work students turned
in the previous class and address and discuss any common mistakes. The instructor and
students will discuss what makes a good oral presentation. The instructor will advise
students that they will present their recipes today. Students will be assigned a number
for their presentations.
The introduction should only take 10 minutes.
Teacher Activities
The instructor will facilitate a discussion on what makes a good oral presentation and write
the information on the board for students to refer to. The instructor will also give each
student a number to determine the order in which they will present.
Student Activities
Students will participate in the class discussion about what makes a good oral presentation
and take a number from the instructor
*Assessment
Students will be formatively assessed on their active participation during the class
discussion.
During the work period, each student will present his or her recipe and mathematical
equations.
The Work Period/Body of Lesson should take about 40 minutes.

Specify:
Teacher Activities
The instructor will thoroughly explain the requirements of the presentation and provide
students with a rubric. The instructor will read one of the examples to model the flow of
the presentation.
Student Activities
Students will present their poster boards in front of the class.
*Assessment
Students will be formatively assessed on the overall presentation of their poster boards.
Some of the criteria the boards will be judged on is neatness, creativity, displays all of the
information required including the name of the recipe, ingredients, mathematical equations

used to manipulate the recipe and correct grammar usage.


Closure

During the closing each individual student will turn in their poster boards and a index
card with their vote for the recipe they would like to cook in class.
The closure should take 5 minutes to complete.
Teacher Activities
The instructor will collect poster boards and votes as students exit the class.

Specify:
Student Activities
Students will have to turn in their poster boards and vote as they exit the class.
*Assessment
Students will be formatively assessed on their ability to follow directions to create poster
board that neat, creative, displays all of the information required including the name of the
recipe, ingredients, mathematical equation to double and half recipe and correct grammar
usage. They will also be assessed on the overall presentation of the board.
*ASSESSMENT
Evaluation

At the end of the lesson, students should be able to answer the essential questions,
identify parts of a fraction and apply their knowledge of fractions in order to manipulate
a recipe and locate a recipe using the Internet. Throughout the lesson students will be
assessed formatively through discussions, spoken and written responses and teacher
observations. With this being a small sheltered ESOL class students can receive extra
language support from the instructor and students understanding of the content can be
closely monitored more frequently throughout lesson.

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