Scribd
Upload
48 views3 pages

Math Lesson March 23

"Identify equivalent fractions and match them with a game from mathfrog" "decompose 2 / 5 into 4 / 10 by dividing each fifth into two equal parts" "make equivalent fraction using multiplication and division"

Uploaded by

api-297172187
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
48 views3 pages

Math Lesson March 23

"Identify equivalent fractions and match them with a game from mathfrog" "decompose 2 / 5 into 4 / 10 by dividing each fifth into two equal parts" "make equivalent fraction using multiplication and division"

Uploaded by

api-297172187
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
You are on page 1/ 3

1.

Lesson Plan Information


Subject/Course: Math

Name: Miss MacKenzie

Grade Level: 4/5

Date: March 23th, 2015


Time: 9:25-10:30

Topic: Fractions

Length of Period: 1hr


5 min

2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
Grade 4
-

Determine and explain, through investigation, the relationship between fractions (i.e., halves, fifths,
tenths) and decimals to tenths, using a variety of tools (e.g., concrete materials, drawings, calculators)
and strategies (e.g., decompose 2/5 into 4/10 by dividing each fifth into two equal parts to show that 2/5
can be represented as (0.4)"

Grade 5
-

"Describe multiplicative relationships between quantities by using simple fractions and decimals (e.g.,
"If you have 4 plums and I have 6 plums, I can say that I have 1 1/2 or 1.5 times as many plums as you
have")
- Determine and explain, through investigation using concrete materials, drawings, and calculators, the
relationship between fractions (i.e., with denominators of 2,4,5,10,15,20,25,50, and 100) and their
equivalent decimal forms (e.g., use a 10 X 10 grid to show that 2/5 = 40/109, which can also be
represented as 0.4)
- Demonstrate an understanding of simple multiplicative relationships involving whole-number rates,
through investigation using concrete materials and drawings."
Learning Skills (Where applicable):
-

Self-regulation
Responsibility
Independent Work
Organization
Class Participation
Cooperation with Others

3. Content
What do I want the learners to know and/or be able to do?
- Identify equivalent fractions
- Make equivalent fraction using multiplication and division
Today learners will:
-

Recognize equivalent fractions and match them with a game from Mathfrog
Be given a worksheet to prove their knowledge

4. Assessment (collect data) / Evaluation (interpret data)


(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
-

Based on the worksheet, I will determine whether or not the students learned what was intended

5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this
learning experience?
- Knowledge of multiplication
- Knowledge of division
- Knowledge of basic fractions
- Knowledge of equivalent fractions
(ii) How will I differentiate the instruction (content, process and/or product) to ensure
the inclusion of all learners? (Must include where applicable accommodations and/or
modifications for learners identified as exceptional.)

The lesson will begin with an individual activity where students play a game on the computers to
allow students who work best independently to excel
Next the class will complete a worksheet independently where again the students who work best
independently can excel
Finally the worksheet will be taken up as a class to allow those who work best to excel
B. Learning Environment

There will be both an individual learning environment where students have the opportunity to work on their
worksheets
There will also be a class based activity that will allow the students to work together to solve problems
C. Resources/Materials

Worksheets
Netbooks
Blackboard and chalk

6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior
knowledge, activities, procedures, compelling problem)
-

Lesson will be started by reviewing equivalent fractions on the blackboard for approximately 10 minutes

MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled,
shared, and guided instruction).
-

Next students will work independently on netbooks playing the matching equivalent fraction game from Mathfrog
for approximately 20 minutes

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffold
practice, and gradual release of responsibility.)

- The class will complete their worksheets for about 10-20 minutes
CONCLUSION: How will I conclude the lesson?
- Class will be required to hand-in the worksheet

7. My Reflections on the Lesson


What do I need to do to become more effective as a teacher in supporting student learning?
-

To further help the students learning, I will...

You might also like