Lesson+Plan

This lesson is for a 3rd grade math class at Lake Madeira Elementary School. This is a class of twenty boys and girls mostly from the Madiera Beach area on the East coast of Florida. These students are very intelligent and very capable of following the Sunshine State Standards I have made available for this lesson.
 * Analyze your learners: **

MA.A.1.2 “The student understands the different ways numbers are represented and used in the real world.”

MA.A.3.2 “The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving.”

MA.E.1.2 “The student understands and uses the tools of data analysis for managing information.”

**State your objectives: **  1) By performing these activities, the third grade math students will become familiar with fractions, and have a meaningful experience to relate them to. 2) It is hoped that students will become more comfortable with using fractions and have a better knowledge of them through these activities 3) Students will be able to write a fraction to describe what part of a region is shaded. 4) They will also be able to name the numerator and denominator in a fraction. 5) Finally, students will be able to identify 85 % of equal fractions.

**Select your media and materials** Students will be provided with individual laptops assigned each day if needed. They will be able to use Microsoft Word, YouTube, and various other sites through the internet. Other materials will consist of paper, crayons, dry erase board, markers, paper towels, classroom white board

**Utilize your media ** 1) The class will use different resources to connect them to sites that will teach more about fractions in everyday life. ( Will reserve laptops for students to use) <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 14.25pt; margin-bottom: 0in;">2) Students will use the internet to view a video that will help them incorporate media into a learning experience. <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 14.25pt; margin-bottom: 0in;">3) Students will prepare an evaluation on Microsoft Word which will broaden their knowledge and use of Microsoft Works. <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 14.25pt; margin-bottom: 0in;">4) Students will be introduced to Microsoft Power Point and Microsoft Excel as I introduce topics through these resources.

**<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Require Learner participation **

//<span style="font-family: Arial,sans-serif;">Monday // <span style="font-family: Arial,sans-serif;">The students will practice making there own fractions on a interactive site online. After they are finished with that you will show a short three minute video to the class introducing the basic concepts of fractions. Then the students will brake up into groups of two and work together as they get to interact with a hands on activity to see fractions in a tangible way. See Student Activity Page to find more details about this activity. Then the students will get out their individual laptops and read about fractions. Lastly they will, on paper, write out what they learned that day about fractions.

//<span style="font-family: Arial,sans-serif;">Tuesday // <span style="font-family: Arial,sans-serif;">The students will go through a power point I provided to help explain more about how fractions work.The students will brake up to groups of four and quietly answer the questions in the power point. They will record their answers on a dry erase board when finished. Now they are going to get back with the partners they had yesterday and try more fractions with the piece of paper. Continuing to shade in and then go up to the board to show the class and define the numerator and denominator. They will then play a fun educational game online. Then the students will get a treat as you order way too much pizza for them to eat. With the leftovers, they will answer questions that I also provided on the Student Activity Pag //<span style="font-family: Arial,sans-serif;">e. //<span style="font-family: Arial,sans-serif;"> For homework they will read chapter five in their textbook.

//<span style="font-family: Arial,sans-serif;">Wednesday // <span style="font-family: Arial,sans-serif;">The students will get back with partners and demonstrate equivalent fractions with each other. Then they will have a class challenge. Afterwards, you will show a power point I created for them to understand equivalent fractions better. Then they are going to take out their laptops and have a fun online scavenger hunt.

//<span style="font-family: Arial,sans-serif;">Thursday // <span style="font-family: Arial,sans-serif;">Students will first use the laptops to interact with my blog. Then they will do some reading about greatest common factors. Afterwards, they will watch an educational film on how to add fractions with the same denominators. They will then put their learning ability to work as they do some problems I provided for them to hand in for a grade. Then they will participate in a class discussion as we use Microsoft Excel to provide a graph of the classroom. The students will use the class ages to make different fractions and write their answers on dry erase boards.

//<span style="font-family: Arial,sans-serif;">Friday // <span style="font-family: Arial,sans-serif;">On Friday the students will first read about the least common denominator. Then they will participate on a online game where they will get a lot of practice adding and subtracting fractions. Lastly, the students will be quizzed on all they learned throughout the week. This quiz is taken online and they will raise their hand when they are finished. <span style="font-family: Arial,sans-serif;">Remember that the Student Activity Page is available for everything I mention in the outline of the week.

**<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Evaluate and Revise. ** <span style="font-family: Arial,sans-serif;">Overall, the lesson went pretty well. The students really enjoyed the videos that were displayed throughout the week. They seemed to enjoy looking at something different besides me. The online websites were fun but I think next time I am going to not have as many websites for the students to be sent to. It ended up being a lot more work then I thought it would. Certain computers were acting up and some of the students were distracted with the other things around the sites to look at instead of following instruction. The class loved the dry erase boards so every time we used them I feel like I had all of their attention because they wanted to know what question was next so that they could write on their individual boards. Of course, the class loved the pizza project, however, more pizza was eaten then I expected so the project part didn't work out the way I imagined. Students still got to practice but the fractions were very simple considering only eight slices of pizza was left. The class loves using Microsoft Word to type their answers instead of handing in a sheet of paper. With math, it is easier to see their progress with a piece of paper so I do not know how many changes I can make in that area. The online quiz, did not go the way I planned. For now on I will be writing out the quizzes because I am very pick on the types of problems I choose. The students loved answering my blog because they enjoyed seeing all the answeres their peers posted as well. Overall, my students learned a ton from this lesson plan. There were several exceptional students according to the final grades and the rubric. This is what my rubric looks like.

• Complete understanding of problems - includes correct answer • Demonstrates exceptional thinking • Shows and explains multiple strategies (Class Participation) • Excellent explanation; communicates ideas to others in a well written, clear manner • Demonstrates exceptional understanding of the problems • Shows and explains more than problems asks • Good understanding of problems including correct answer • Demonstrates thinking with one or more of the following: diagram, table, chart, graph, etc. • Clear explanation; explains concepts to others in a well written manner (Class Participation) • Demonstrates good understanding of the relationship between concrete models and mathematics symbols • Understands most of the problem s • Work is organized • Explanation of concept is understandable • Demonstrates understanding of the problems; may or may not include the correct answer • Some understanding of problems but overlooks less important details • Begins in a reasonable way, but doesn't finish or leaves out important parts of solution; sometimes inconsistent • Has some confusion, is unclear, or unfinished • Demonstrates some understanding of the problem; may or may not include correct answer • Understands only bits and pieces of problems • Begins, but fails to complete problems • Doesn't approach problems in an organized manner • Demonstrates limited understanding of the problems • Attempts, but demonstrates no understanding of problems • No solutions, or incorrect solutions • Inappropriate computation • No attempt • Response does not fit that given problem/task
 * 6 - EXCEPTIONAL**
 * 5 - STRONG**
 * 4 - CAPABLE**
 * 3 - DEVELOPING**
 * 2 - LIMITED**
 * 1 - EMERGENT**
 * 0- No Response, Inappropriate Response**