1. Topic-
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2. Content-
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| Finding part of a whole number. |
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3. Goals: Aims/Outcomes-
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| Students will find the parts of a number. |
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4. Objectives-
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| Students will show 80% proficiency on a worksheet. |
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5. Materials and Aids-
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| Computer, Internet, worksheets, Houghton Mifflin math book, overhead
projector, white boards and markers. |
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6. Procedures/Methods-
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A. Introduction-
| Ask students to find 1/2 of a few numbers. Now, ask them to find
1/4 of those same numbers. What is similar? What is different? |
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B. Development-
| Demonstrate the process of finding part of a number. Show students
the fraction 2/3 and demonstrate how to find 2/3 of 15. How would
you do it? (After each step, have students work the problem with you.)
First, divide the total number by the denominator of the fraction.
(15/3=5) Then, multiply the quotient by the numerator of the fraction.
(2x5=10) When your answer is complete, have students self assess by
showing "fist to five" (their understanding thus far). |
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C. Practice-
| Using whiteboards, ask students to do 5 or 6 problems with you as
a class. Practice writing the problem, hiding it, and showing it.
For practice, do #1-5 from the pretest. Check for understanding (self-assessment). |
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D. Independent Practice-
| Assign problems 1-10, and have students work problems on notebook
paper. Take up the paper at the end of the lesson and check for understanding. |
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E. Accommodations (Differentiated Instruction)-
| Use enrichment page for students who attained 90% or greater from
the pretest. |
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F. Checking for understanding-
| Check during development, practice, and independent practice. Use
formative assessment, self-assessment, post-assessment, and pre-assessment
data. |
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G. Closure-
| If time permits, go over #6-10 from pretest. |
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7. Evaluation-
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| Grade #1-10 and check for understanding. Students should have at
least 80% proficiency. If not, reteach the following day. |
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8. Teacher Reflection-
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| Check for student understanding. If students have not shown at least
80% proficiency, evaluate method of delivery for next lesson. |
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