Siop Lesson Plan 361a2z

SIOP® Lesson Plan Template (Modified) Date: December 4, 2014 Grade/Class/Subject: Third grade/ Mrs. Kimball/ Math Unit/Theme: Fractions Lesson Topic: Equivalent fractions State Standards: Number and Operations—Fractions5 3.NF Develop understanding of fractions as numbers. 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 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. WIDA Standards: The Language of Mathematics Content Objective: I will be able to recognize and form simple equivalent fractions then explain the reason for the fractions being equivalent. Language Objective: I will be able to explain why fractions are equivalent out loud and on paper. Key Vocabulary: Denominator, Numerator, equivalent, equal Supplementary Materials: Flashcards for key vocabulary, fraction pies (manipulatives) Higher Order Questions: “What makes a fraction equivalent?”, Think of a way you use fractions every day.

Time: 3 min

6 min

Lesson Sequence / Activities Motivation: Ask the student, “What do you guys know about fractions?” “What do you know about equivalent fractions?” Well that is what we are going to go over today. Equivalent fractions. Presentation: 1. The teacher will read aloud the content and language objectives to the student and key vocabulary. 2. Each student will get a bag of fraction pies or bars. 3. Here are some examples of an equivalent fraction. I went to the store and bought some candy. I shared it with my sister, she wanted two of the four bars. “So I gave her one half of my Kit-Kat bar.” 4. Students will model the story with the fractions bars at their desk.

3 mins

15-20mins

8-10 mins

5. Teacher will guide whole class discussion with the following questions: • “Can you please get out the largest fraction bar from your bag?” i. “What does this bar represent?” • “Can you get out the smallest fraction bar from your bag?” i. “What does this bar represent?” • “How many of the smallest fraction bars does it take to make the same amount as the largest bar?” Practice and Application: The class will divide into four equal groups. Each group will need a dry erase board. Also each group member will be given talking coins. 6. In an even amount of groups, they will receive a fraction and collaboratively they will come up with a fraction that is equivalent to the fraction they have gotten. 7. Students as a group must write the fractions down on the white board and use the manipulatives to represent each of their fractions. 8. The groups will then tell the class what fraction they got and the equivalent fraction they created. Review and Assessment: 9. Students will be given a review at the end of the lesson to be turn in.

SIOP Features Preparation _ Adaptation of content _ Links to background _ Links to past learning _ Strategies incorporated

Integration of Processes _ Reading _ Writing _ Speaking _ Listening

Scaffolding _ Modeling _ Guided practice _ Independent practice _ Comprehensible Input

Application _ Hands-on _ Meaningful _ Linked to objectives _ Promotes engagement

Group Options _ Whole class _ Small groups _ Partners _ Independent

Assessment _ Individual _ Group _ Written _ Oral

Reflections: General Questions • How do you think the lesson went? I think the lesson went okay but not great. This was my first, and only lesson teaching in the classroom this semester which made me nervous. My cooperating teacher did help with some of students that have a hard time listening and paying attention. • What went well? How do you know? Can you give an example? What went well was having the students work in groups because some of the students that are usually not engaged were working well with other students. Specially one student that is very easily distracted was working with his group to come up with the problem. In the same sense the students in that group were helping him with what to write and staying on task. He was giving suggestions and interacting with the students which was interesting to see. • Do you think you accomplished your objectives? How did you know? I think I accomplished my lesson objectives because during my assessment at the end of the lesson many student were using the fractions bars to help with solving their problem. • What did you like best about the lesson? What do you think the students liked best? The best part of the lesson that I liked was the groups working together to create a new equivalent fraction. I could tell that some groups were really working together to make the equivalent fractions but on the other hand some groups were more over playing with the fraction bars, stacking them up and not contributing to the group work. Of the lesson I think the students liked best was using the fraction bars. The students have used the fraction bars before and they already knew some of the questions that asked right away. They really enjoyed finding with fractions would • What happened in the lesson that was unexpected? I was not expecting to take as much time as I took on the first small group fraction work. I was expecting to move along very quickly. • What do you see as a benefit of ________ (a SIOP strategy used)? One benefit of the SIOP strategy was that when planning the lesson and using the check list it is easy to see where you can incorporate different learning styles and strategies. I think because the SIOP lesson is very explicit on the lesson delivery would help me. • Imagine you had observed yourself. What kind of positive would you offer? I would commend myself on having the content and language objectives visible and having student read it before the lesson. • What kind of changes have you noticed in your lesson planning or delivery? What kind of changes would you still like to see? In the group I would like to incorporate a talking token of some kind, or some kind of group member jobs. Such as one being the writer, the speaker etc. I think this would’ve really helped with the group’s ability to stay on task and accomplish the task at hand. I noticed that I did not do any modeling and that was in my lesson plan which would have been very helpful to the kids because I had to go around and help some students with the same question. In the modeling process I could’ve had each group get out of the bag the half fraction bar and the one other set of fraction bars for example all the eighths. Then I could’ve said to use

the specific fraction bar that I assigned them to make an equivalent fraction to the half. This would’ve solved the problem of students playing with the fractions bars during group work. In my lesson delivery and classroom management I think are aspects that I would like to see changes in. Having a strong lesson delivery and making sure students are engaged throughout the lesson. • What might you try again next time? Why? I really want to be able to try the part of the lesson where the groups work together and as a group present to the whole class. • What did you do that you think specifically helped your language learners? Why? When introducing the lesson I really emphasized on the vocabulary of the lesson and making sure students were familiar with the vocabulary needed to fulfill this lesson.