AOA Task 4 lesson plan.docx - Direct Instruction Lesson Plan Template General Information Lesson Title Finding equivalent fractions Subject(s Math

AOA Task 4 lesson plan.docx - Direct Instruction Lesson...

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Direct Instruction Lesson Plan Template General Information Lesson Title: Finding equivalent fractions Subject(s): Math Grade/Level/Setting: 3rd grade general classroom Prerequisite Skills/Prior Knowledge: Students know how to name whole numbers in many different ways. In this lesson, students will learn different ways to name the same parts of a whole. Standards and Objectives State/National Academic Standard(s): CCSS.MATH.CONTENT.3.NF.A.3 : Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. CCSS.MATH.CONTENT.3.NF.A.3.B : Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model Learning Objective(s): Students can use models to show equivalent fractions. Students can see that equivalent fractions describe the same amount. Materials Technology Sets of cards that show different fractions (1 set for each pair of students) Fraction strips Example of Fraction strips I will use technology to enhance my teaching and learning by using a projector to model using fractions trips to show equivalent fractions up on the board where all students can easily see. This way, students are actively following along with what I am doing as I am teaching the content and using the skill of direct modeling.
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Language Demands Vocabulary: - Halves (1/2) - Thirds (1/3) - Fourths (1/4) - fifths (1/5) - sixths (1/6) - eighths (1/8) - tenths (1/10) - twelfths (1/12) - equivalent fractions - fractions strips Discourse and/or Syntax:
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Discourse- students will be expected to use the academic vocabulary to verbally explain their thinking and conclusions to their peers and teacher. Planned Language Supports: Planned language supports include the modeling of the language used by the teacher with examples and visuals. As well as one on one support as the teacher walks around the room and listens to students thinking. This will be a time where the teacher can support and scaffold the use of academic language to all students.
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