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Fractions Mini-Lesson: Lego Blocks

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Seth Dunn

on 25 April 2014

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Transcript of Fractions Mini-Lesson: Lego Blocks

Fractions Mini-Lesson: Lego Blocks
Overview
My Mini-Lesson:
Is related to fractions and being able to add and subtract fractions with like denomenators.
Is constructed for the the fourth grade level.
Uses Legos to show relationships in fractions. When using this mini-lesson, Legos of different sizes should be the same color.
Is heavily based off of manipulations of Legos, but can easily substitude with any block or tile type manipulative.
I use Legos because I want to use them for several other lesson in the future that are specific to them, thus Legos make most sence for me to use.
Contents
(1) Overview
(2) Contents
(3) Lesson One: Building Fractional Ideas
(4) Common Core State Standards and Learning Objectives
(5) Lesson Plan Daily Content, Assessments Quick View and Instructional Strategies
(6) Planning Justification and Decision Making
(7) Lesson Two: Arithmetic with Fractions Less than a Whole
(8) Common Core State Standards and Learning Objectives
(9) Lesson Plan Daily Content, Assessments Quick View and Instructional Strategies
(10) Planning Justification and Decision Making
(11) Lesson Three: Arithmetic with Fractions More Than a Whole
(12) Common Core State Standards and Learning Objectives
(13) Lesson Plan Daily Content, Assessments Quick View and Instructional Strategies
(14) Planning Justification and Decision Making
Lesson Plan One
Lesson Plan One may seem a littler chaotic at first, it is meant to be that way. A professor that I recently have had made it clear to me that as long as you point students in the right direction, a little chaos can be beneficial.

Additioanlly, the intesne opening
session is aributed to the importance
of morning/starting meetings and
class community. Although this may
not be the morning, it is the start of
a session and thus students should be
presented as much informaiton as
possible.
CCSS.Math.Content.4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.Math.Content.4.NF.B.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

1. Students will be able to understand and can use the words numerator, denominator, and fraction. (Understand)
2. Students will be able to understand that a fraction has a numerator over a denominator that tells us that it is some parts of a whole item. (Remember)
3. Students will be able to understand addition and subtraction of fractions as joining and separating parts referring to the same whole. I can show this through the manipulation of specific objects, and understand it works with other objects as well. (Understand)
4. Students will be able to combine objects so that a number of smaller objects fit in to one larger object. (Analyze)
5. Students will be able to place and assemble a set of fractions out of specific objects to show that smaller specific objects fit in to large objects and thus can be added in succession. (Create)

CCSS.Math.Content.4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.Math.Content.4.NF.B.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

1. Students will be able to add and subtract multiple fractions simultaneously with different numerators and the same denominators to form a new fraction that is LESS than the value of one whole. (Apply)
2. Students will be able to add and subtract multiple fractions simultaneously with different numerators and different denominators of that are common multiples to form a new fraction that is LESS than the value of one whole. (Apply)
3. Students will be able to model these objects through the use of manipulatives with expertise. (Create)

CCSS.Math.Content.4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.Math.Content.4.NF.B.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

1. Students will be able to add and subtract two fractions with different numerators and the same denominators to form a new fraction that is MORE than the value of one whole. (Apply)
2. Students will be able to add and subtract two fractions with different numerators and different denominators of that are common multiples to form a new fraction that is MORE than the value of one whole. (Apply)
3. Students will be able to be able to tell parts of a whole and add and subtract them from that whole. (Evaluate)


Common Core State Standards and Learning Objectives
Common Core State Standards and Learning Objectives
Common Core State Standards and Learning Objectives
Lesson Plan Daily Content, Assessments Quick View and Instructional Strategies
Lesson Plan Daily Content, Assessments Quick View and Instructional Strategies
Lesson Plan Daily Content, Assessments Quick View and Instructional Strategies
Planning Justification and
Decision Making
Planning Justification and
Decision Making
Planning Justification and
Decision Making
Lesson Plan Three
Lesson Plan Two
For the most part students will be exploring the idea of fractions in an open environment. Although heavily structured, this is set up as in a lab setting.

Quick Assessments:
Multiple open dialogue question and answer settings
Four Square Homework Slip

Instructional Strategies
Group work
Building Collaborative Learning
Manipulative Work
Quick Lecture
The idea of a chaotic setting to start with came from one of my current professors who lead her class in the same manor to start a project. I believe that if the middle school students are well guided, they will be able to preform well.

Letting students manipulate blocks as they see fit will allow them to bring in their daily life. I believe that choice in the classroom is empowering, and seeing that this takes up such a short amount of time, it is efficient. The inquiry lab setting allows for testing of materials.
Starting with review of the previous days lesson, students will work on a warm up questions as I quickly assess the nights homework. This will give me a chance to see what students are thinking early in the day.
After the warm up, student will:
Students will then:
Discuss what they think fractions are and how they can best show them in groups
Discuss what they think fractions are with the class
Listen to open lecture on a fractions components. All of the information they have been discovering on their own will now be presented to them.
Use Legos to show addition of parts of a fraction and work on the Fractions Cut Out Project.
Assessments/Instructional Strategies:
Dry-Erase Response
Understand Cut and Paste WKST
Group work Observations
Nightly Four Square Homework
Four Square Home layout is something I have learned in a previous class. It is quick to assess, low stress for students and teachers, and easy to manage.


Ideas from The Power of the Morning Meeting
Ideas from Socratic Seminars in Class, and Cooperative Learning in Middle Schools
After the beginning session, class will be constructed much like the day before, only in reverse.
Start with opening priming question as I assess the previous days Four Square Homework
Start off in a quick large lecture (as compared to the previous days) discussing previous information they have learned and review adding and subtracting fractions that equate or are less than a whole.
Then move in to class discussion about the idea of adding and subtracting up to a whole fraction or unit.
Transition to group work the the Cut and Paste Block worksheet while they use Legos to "measure twice, cut once" to make sure their cut and pastes are accurate.

Lesson Plan Three is primarily constructed not to pull together information that has been covered. We have been doing that throughout the lesson. The final lesson is meant to wrap up the idea of adding and subtracting fractions that are larger than a whole (mixed fractions), and then to expand on any ideas students might still have.

I think the most important thing I have learn through creating this mini-lesson came apparent to me here. I could talk about fractions, or any subject, for weeks and not think it was boring the least bit. However, we don't have this luxury, and at some point I had to decide what was most important to my students. That is a hard thing to do.

By splitting up adding and subtracting fractions in to two different days, more time can be focused on smaller and a whole and larger than a whole. This is the primary focus of The Common Core State Standards for fractions in fourth grade, so this was important.

This is an example of the cut and
paste worksheet that will be running
throughout the mini-lesson. The
worksheet will show 1) an addition
and a sum, 2) a subtraction with a
difference, or 3) parts of a whole like
this shows here.




This is a homework that is meant to
be low stress and administered
daily.

It doesnt have to be a square, but
the square is easy to look at quickly
to hurry along quick assessments
before a final grading.
SETH DUNN
Ideas From Cooperative Learning in Middle Schools and The Guide On Stage in Defense of Good Lecturing in the History Classroom
Thanks All!
Ideas from Common Core State Standards
Ideas from Common Core State Standards
Ideas from Common Core State Standards
Full transcript