Educator creates a fractions lesson plan that anticipates multiple student strategies and possible misconceptions. The lesson is based in the context of fair sharing and shows evidence of questioning designed to elicit student thinking.
A fractions lesson plan that applies what you have learned in a student interview can be on any lesson-planning template as needed to meet local requirements. All plans should include the objectives for the lesson and be based in the context of fair sharing, focusing on a fractions concept.
Components of what you learned in the student interview might include:
The prompt is open-ended and does not specifically define the whole, and also offers a visual, but does not require students to use a specific starting strategy:
“Ms. Brown brought small, rectangular cakes to her classroom for an activity for her students. She put her students into groups of three and gave each group two identical rectangular cakes to share equally among the students in the group. How much cake did each student get?”
(See downloadable PDF for images)
Anticipated challenges and/or understandings:
A math specialist discusses ways to build children’s understanding of part-whole relationships, equivalence, fraction naming, and numerator and denominator, through the use of fair sharing activities and mathematical discourse in the classroom.
Based on a meta-analysis of teaching mathematics to students with learning disabilities, this report offers seven research-based instructional practices that have been shown to be effective with this group of learners. Each of the seven recommendations is explained, shown in practice, and offers a summary of its supporting evidence.
http://www.centeroninstruction.org/files/Mathematics Instruction LD Guide for Teachers.pdf
This video is of a small group of students working with a teacher. Melanie is a grade 5 student, Matt is a grade 6 student, and Kyle is a grade 7 student. The video demonstrates recommended teacher practices when listening to student thinking with a small group and working in the context of fair sharing with older students. 00:00-01:32 Introduction; 01:33-02:36 Problem Setup; 02:37-12:06; Individual Student Solutions and Explanations; 12:07-17:22 Group Discussion.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a “Yes” for Parts 1, 2, and 3. Through any of a variety of methods (written, scanned, audio, video, and/or multimedia), you must demonstrate an ability to describe and implement a fair sharing lesson that supports student understanding of fractions. You must also reflect upon the effectiveness of your strategy and how this experience will influence future instruction using fair sharing.
(200-word limit for each response)
Please provide context for your plan by answering the following:
Please provide a lesson plan that you designed that was informed by a student interview and includes a prompt based in the context of fair sharing.
(Your artifact submission will be assessed based on the following rubric. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.)
How did the student strategies and conceptions from the student interview impact your lesson planning in this context and more generally?
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