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Connected M/S/T Learning Experience (CLE) (30 Pts)
Kimberly Braga
Michelle Verre
November 12, 2007
CLE Title:
Fractions
Main Subject Focus:
CLE 2 = (
M
/s/t)
Attached.
CLE Summary & Focus Concept:
Through participation in these activities, students will gain an understanding of fractions,
fraction equivalences and the relevance of fractions in everyday life. Students will work
on their own, in pairs and in groups on a series of activities to increase their knowledge
of fractions
Curricular Connections: Attached.
Science:
Mathematics:
Technology:
Materials List: Attached.
Intro:
Hershey bars for entire class
and
The Hershey’s Milk Chocolate Fraction Book
by: Jerry Pallotta.
Grade Range:
35
Time Frame:
M/S/T Standards and Evidence: Attached.
Objectives: Attached.
PreActivities / Prior knowledge: Attached.
Introduction / Setting the stage:
We will begin to introduce this
CLE
by using the
Concept Development Model
.
The students will be told to come and sit together on the
carpet so that a discussion about fractions can take place.
We will ask students to raise
their hands and tell us anything they know or think they know about fractions, then we
will record what they say on chart paper. Next we will read The Hershey’s Milk
Chocolate Fraction Book
by: Jerry Pallotta. This will help them visually to see what
fractions are using chocolate. Then each student will receive a Hershey bar. They will
count how many pieces there are on one bar (12). This activity is to introduce fractions as
parts of a whole. So first they know they have 12 pieces, and they haven’t eaten any, so
that leaves them with 12/12 which is one whole. Then we would instruct them to eat one
piece, or set aside one piece, and ask “How many pieces of chocolate does that leave
you?” the students will respond 11, which means they have 11 out of 12 left (11/12). We
would continue like this until there are no pieces left. When this is through we will
discuss as a class how we should define the word fraction. Using all the students input we
will define fraction and use that definition throughout the unit.
Inquirybased Activities
(
italicize
the
guiding/probing questions
):
Attached.
Activity 1
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View Full DocumentActivity 2
Activity 3
Guiding / Probing Questions: Attached.
Conclusion / Putting it all together:
The whole class will participate in a discussion
about the new material that they have learned and the four activities that have been done
over the past few days.
I will ask the students questions such as
“What did you like
about the activities?”, “What didn’t you like?”, “Is there anything we didn’t go over that
you would have liked us too?”
After I hear responses from the children, they will be
given a worksheet to complete back at their assigned seats in order to review for the short
quiz they will be given later on.
On this worksheet, they will write down in their own
words the definition of fraction. After everyone in the class has finished the handout, I
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 Fall '08
 Mankus

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