Week 13

 

Week 13:  Teach and reflect

            This week we were to teach our lesson, post the write up of our lesson and include the product created by the students using technology.  The following is my activity and lesson plan.  The hyperlinks in the text will take you to the pre and posttests, the rubric used for the tests, as well as the products created by the students. 

 

Title of Activity:  Fraction Reference Book

Grade Level: 3rd grade

Lesson Plan Created By:  Leslie Burdick

Alaska Mathematics Standards Taught:

  • 3. NF.1. Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4)
  • 3. NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.  

a. Understand two fractions as equivalent if they are the same size (modeled) or the same point on a number line.

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).                                                                                                   c. Express and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers. 

d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

 

Learning Objectives:

  • The student will:
    • Take a pretest on fractions Pretest
    • Produce a book of fraction information to use during the progress of the lessons in Unit 11.
    • Work as a team to help create a flipchart for one of the pages in the book.
    • Present the page produced by their group to the rest of the class.
    • Take a post-test upon completion of unit 11 lessons.
    • Test Rubric

 

Describe the prerequisite knowledge and skills the students will need to be successful:

  • Students will need a basic understanding of their multiplication facts 1-10
  • Students will need a basic understanding of their division facts 1-10

 

Describe how the content will be taught:

The unit will begin with a pretest to determine student understanding of fractions.  We will also spend a couple of days exploring the plastic fractions pieces to develop a beginning understanding of what fractions look like and how they can be compared.  The Fraction Book activity will consist of a series of lessons taught over the course of 2-3 weeks. The book has 20 pages of reference information which will be separated into 2 page lessons each day.  Students will be provided with paper fractions in both wheel and bar form to use to build their fractions on the pages.  Each day of the first week we will discuss two pages of content and complete those pages in the book as a whole class.  Once the first 12 pages are complete we will break up into five groups of five students each to work on the remaining pages.  These pages consist of equivalent fractions, improper fractions, mixed numbers, changing improper fractions to mixed numbers and mixed numbers to improper fractions, and the addition and subtraction of fractions with both like and unlike denominators.  Each group will first use the paper fraction pieces to build their pages, and then work together with me to create a flipchart page to present to the class. 

Describe the students’ product:

Students will have a book of reference information on fractions when lessons are complete.  Student will also have helped produce a flipchart page to teach the class about one of the remaining pages of the book.

Student Version

Teacher Version

Pictures of pages

Student Flipchart

Student Pages

 

Describe how the students’ learning will be evaluated or how the students work will be graded:

Students will be grade using the attached rubric. Book Rubric

Describe how the content will be retaught if students do not demonstrate mastery:

Students will be given extra time as well as small group instruction to review understanding as needed.  Students will have access to both paper and plastic manipulatives to use to build and create fractions as needed to develop understanding.  Students will also be given time to access the computer activities to help with their understanding.

Describe how the content will be enhanced if students demonstrate mastery quickly:

Students who finish quickly will have the opportunity to work independently on the lessons in their math journals.  Once lessons are complete they may take to post test for the unit.  Students may also access the computer to play the fraction games provided to extend their understanding and practice their skills.

Describe Web resources, apps, materials, literature books, or other resources that will be used to enhance the learning experience for students:

The following websites can be used by students to practice their understanding of fractions.

http://www.sheppardsoftware.com/math.htm#fractions

http://www.math-play.com/math-fractions-games.html

In addition, I will have both paper and plastic fraction pieces for students to use in the building of fractions.

Assessment:

            The pretest was given to the students at the beginning of the unit.  This is done with each unit to gauge the students understanding of the concepts prior to teaching.  The results enable me to tailor my instruction to meets the student needs without boring them with information they already have.

            The post test is very similar to the pretest but will be done upon completion of the unit objectives.  As we have not yet finished the unit I have yet to administer the post test.  We will be reviewing the unit objectives next week and will take our posttest on May 3rd

            The flipchart with our Fraction Book for both the student and teacher version is located in the link above as well as the flipchart pages created by the students.  As I had the students working in groups to create both the story and the chart they were assessed on both completion of the objectives and participation in the group.  The pictures are of some of the pages created in the book by a couple of students.  As the book has 20 pages I chose to photograph only a few for the artifact.  Upon completion of the unit each student will leave with their fraction book.  They will be able to use the resource in future classes.  The link for the rubric used in grading the books is also in the information above.  Right now we are struggling with a couple of the concepts and have taken some time to review them before continuing.    

            The presentation I am creating for next week is coming along with only a few bumps.  I really like Voice Thread and am working to put the final finishing touches on my presentation.  My biggest hurdle has been that I cannot upload Promethean Flipcharts to Voice Thread.  My response was to transfer the information to a Power Point and save it as a PDF.  Once that was complete all I had to do was to arrange the pages in a concise and logical manner.  I will be putting the final touches on the voice this weekend before uploading to Live Text.   I did not get the chance to really explore the Show Me app in order to use it for this project.  Also with the size of my group I would probably use it use it during a small group reteach lesson or individual lesson.  It would be a great app to use if all of my students had an iPad.  Something to look forward to in the future. 

           

 

 

 

 

 

 

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Lesson Plan & Rubric for Week 12

Title of Activity:  Fraction Reference Book

 

Grade Level: 3rd grade

 

Lesson Plan Created By:  Leslie Burdick

 

Alaska Mathematics Standards Taught:

  • 3. NF.1. Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4)
  • 3. NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.  

a. Understand two fractions as equivalent if they are the same size (modeled) or the same point on a number line.

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).                                                                                                   c. Express and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers. 

d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

 

Learning Objectives:

The student will:

  • Take a pretest on fractions
  • Produce a book of fraction information to use during the progress of the lessons in Unit 11.
  • Work as a team to help create a flipchart for one of the pages in the book.
  • Present the page produced by their group to the rest of the class.
  • Take a post test upon completion of unit 11 lessons.

Describe the prerequisite knowledge and skills the students will need to be successful:

  • Students will need a basic understanding of their multiplication facts 1-10
  • Students will need a basic understanding of their division facts 1-10

Describe how the content will be taught:

The unit will begin with a pretest to determine student understanding of fractions.  We will also spend a couple of days exploring the plastic fractions pieces to develop a beginning understanding of what fractions look like and how they can be compared.  The Fraction Book activity will consist of a series of lessons taught over the course of 2-3 weeks. The book has 20 pages of reference information which will be separated into 2 page lessons each day.  Students will be provided with paper fractions in both wheel and bar form to use to build their fractions on the pages.  Each day of the first week we will discuss two pages of content and complete those pages in the book as a whole class.  Once the first 12 pages are complete we will break up into five groups of five students each to work on the remaining pages.  These pages consist of equivalent fractions, improper fractions, mixed numbers, changing improper fractions to mixed numbers and mixed numbers to improper fractions, and the addition and subtraction of fractions with both like and unlike denominators.  Each group will first use the paper fraction pieces to build their pages, and then work together with me to create a flipchart page to present to the class. 

Describe the students’ product:

Students will have a book of reference information on fractions when lessons are complete.  Student will also have helped produce a flipchart page to teach the class about one of the remaining pages of the book.

Describe how the students’ learning will be evaluated or how the students work will be graded:

Students will be grade using the attached rubric.

Describe how the content will be retaught if students do not demonstrate mastery:

Students will be given extra time as well as small group instruction to review understanding as needed.  Students will have access to both paper and plastic manipulatives to use to build and create fractions as needed to develop understanding.  Students will also be given time to access the computer activities to help with their understanding.

Describe how the content will be enhanced if students demonstrate mastery quickly:

Students who finish quickly will have the opportunity to work independently on the lessons in their math journals.  Once lessons are complete they may take to post test for the unit.  Students may also access the computer to play the fraction games provided to extend their understanding and practice their skills.

 

Describe Web resources, apps, materials, literature books, or other resources that will be used to enhance the learning experience for students:

The following websites can be used by students to practice their understanding of fractions.

http://www.sheppardsoftware.com/math.htm#fractions

http://www.math-play.com/math-fractions-games.html

In addition, I will have both paper and plastic fraction pieces for students to use in the building of fractions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fraction Book Rubric

 

3 – Proficient

2 – Learning in Process

1 – Needs more time and help

Understand fractions as a part of a whole or set

can represent fractions with denominators of (2, 3, 4, 6, & 8) using fraction pieces and drawings

Can represent fractions with denominators (2,3,& 4) using fraction pieces and drawings

Can represent fractions with denominators (2 & 4 only) using fraction pieces and drawings

Understand and explain the equivalence of fractions and compare fractions

Uses fraction pieces to find, compare, and represent equal fractions with denominators of 2, 3, 4, 6, & 8.

Use fraction pieces only to find, compare and represent equal fractions with denominators (2,3,& 4)

Use fraction pieces to find and compare fractions only denominators (2 & 4 only)

 

Promethean Flipchart

 

3 – Proficient

2 – Learning in Process

1 – Needs more time and help

Understand Fractions as a part of a whole or set

Use computer tools to represent fractions with denominators of (2, 3, 4, 6, & 8)

Use computer tools to represent fractions with denominators (2,3,& 4)

Use computer tools to represent fractions with denominators (2 & 4 only)

Understand and explain the equivalence of fractions and compare fractions

Use computer tools to show fraction pieces to compare and represent equal fractions with denominators of (2, 3, 4, 6, & 8)

Use computer tools to show fraction pieces only to find, compare and represent equal fractions with denominators (2,3,& 4)

Use computer tools to show fraction pieces to find and compare fractions only.

 

Presenting flipchart page

clear and concise chart using fractions with denominators of (2, 3, 4, 6, & 8)

clear chart using fractions with denominators of (2, 3, & 4 only)

basic chart using fractions with denominators of (2 & 4 only).

 

 

 

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Week Twelve Essential Question: How will I demonstrate impact on student learning as a result of my differentiated lesson?

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Week Eleven Essential Question: What technology will I use to allow students to demonstrate they have met the standards targeted by my rubric? What are the classroom management considerations that I must address?

I have been thinking quite a lot about the types of technology I could have my students use to complete their projects.  For the Fraction Book I had originally thought of them creating a simple PowerPoint in the computer lab illustrating one f the pages of our book, and then demonstrating it to the class via the Promethean board.  My problem is that we do not necessarily have enough time for all the students to complete and present their product, and that we have only a few more pages to work on at this time.  The good thing is that the remaining pages are the culmination of the information from the previous pages that demonstrate the skills taught.  .  So then I thought about splitting the group in to teams of five students and they would create a flip-chart for one of the remaining pages we have to complete.  Since this project is a whole class activity we are all working together to produce a reference book for each of the students to use  later on.  The pages that each group would create would be a more individual representation of their understanding of the concepts that they would then present to the rest of the class to add to the book.  I also would like some of the groups to try to make a video for their product with Xtranormal.   I had a blast making the small short video we did for this class, I know my students would love to make ones for themselves.

This project will ultimately become a starting point for a change in how I teach math next year.  Due to the introduction of the variety of technology tools available to me I can use them to teach the same math next year but in a different and more differentiated way.  I already know that I want to change this project more and add other elements next year that are just not feasible this year.   

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Week Ten Essential Question: How can I differentiate through student product in my classroom?

One of the first steps to differentiate the product is to understand what you are looking for.  Also it is important to remember that it is not about the end product necessarily, the process in building the understanding.  I like to choose products that are hands on and creative.  Products that use lots of kid talk and imagination help with student understanding.     Also products that use a variety of ways to complete them, which gives the students some leeway in the creation process.  

Some of the problems of differentiation are keeping track of everything necessary for the project, and time management of completing the product.  With limited time in the day to begin with products needs to have flexibility in when and where they are worked on and completed.  Students needs a firm understanding of the expectations and what they are being assessed on, but also the options they have in completing the projects.

I chose a project that helps students learn and understand fractions in math.  This was an issue with my previous class and I felt that if the students could create a reference book in which to use it would help them in their understanding.  I would like for students to create both a hands on book, but also a computer book presentation.  I will use the following rubric to assess student understanding of the fraction books.

Fraction Book Rubric

 

 

3 – Proficient

2 – Learning in Process

1 – Needs more time and help

Understand Fractions as a part of a whole or set

can represent fractions with denominators of (2, 3, 4, 6, & 8) using fraction pieces and drawings

Can represent fractions with denominators (2,3,& 4) using fraction pieces and drawings

Can represent fractions with denominators (2 & 4 only) using fraction pieces and drawings

Understand Fractions as a portion of a number line

Can use number line to mark fractions of ½, 1/3, ¼, 1/6, & 1/8.

Can use a number line to mark fraction of ½, 1/3, and ¼.

Can use a number line to mark fractions of ½, and ¼.

Understand and explain the equivalence of fractions and compare fractions

Uses both fraction pieces and a number line to find, compare, and represent equal fractions.

Use fraction pieces only to find, compare and represent equal fractions

Use fraction pieces to find and compare fractions only.

 

 

 

Computer Fraction Book

 

3 – Proficient

2 – Learning in Process

1 – Needs more time and help

Understand Fractions as a part of a whole or set

Use computer tools to represent fractions with denominators of (2, 3, 4, 6, & 8)

Use computer tools to represent fractions with denominators (2,3,& 4)

Use computer tools to represent fractions with denominators (2 & 4 only)

Understand Fractions as a portion of a number line

Can use number line to mark fractions of ½, 1/3, ¼, 1/6, & 1/8.

Can use a number line to mark fraction of ½, 1/3, and ¼.

Can use a number line to mark fractions of ½, and ¼.

Understand and explain the equivalence of fractions and compare fractions

Use computer tools to show fraction pieces and a number line to find, compare, and represent equal fractions.

Use computer tools to show fraction pieces only to find, compare and represent equal fractions

Use computer tools to show fraction pieces to find and compare fractions only.

 

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Update for my Assignment 2 Product.

I realize that I forgot to put the code to access my Edmodo group.  As you can tell I have never used this before and am trying this out.  After this week of testing I would like to try it out with my actual math class so you are all my guinea pigs helping me iron out the bugs.  The code  my students will use is 5f7ouc.  Please try that and let me know if it works.  The way I understand Edmodo is that once you are logged in as either a student or teacher you will be able to view my group and join in.  If this works I will definitely be using this next year.  If not I will work out the bugs and still use it next year.  Great program with many applications!

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Assignment 2 Product

I was unable to connect with a group for assignment two so I worked solo on this.  I was looking at ways I could differentiate in my math class yet still meet all of the students needs for practice math fluency.  We had previously been using the XtraMath website weekly in class, but I wanted to add some other activities to address the concepts we were learning in class.  In a previous class one of the teachers was using the computer lab everyday with her instruction and had two groups going.  She would teach the concept to one group while the others completed tasks on the computers, and then she would switch groups.  I took that idea and designed my own project list for my students.  Everyone would complete their weekly fact fluency practice on xtramath, and then work through a math activity chart.  The charts has a series of games to play that help them learn more and practice the concepts we are learning in class.  I can have one chart for the whole class or have different groups with different charts.  The students would access the chart for their group, complete the activities, and turn in their completed chart with the scores on Friday.  With some of the games they could email their scores to me as well.  The format I would use would be through Edmodo groups.  I like how some of the others have used Pearltrees to keep track of the connections and resources.  My goal this next week is to build my own tree with resources for my Edmodo group and then present it to my students.  

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