Professional Documents
Culture Documents
Date: _1/28/16__________
School:
Davis
Mentor Teacher: ______Liz Ramos__________________
Group Size: __30____ Lesson Length: __60_____ minutes
Student Context: ELLs: 1 Early Advanced, 2 Advanced
Students with Special Needs
(IEP and/or 504)
Students with Specific
Language Needs (ELL)
Students with Other Learning
Needs (Behavior, Struggling
Reader, Struggling Math)
Identified Needs
1 IEP for speech
3 English Language Learners
Several struggling math students
Accommodations
Goes to speech teacher twice a
week
Visuals, work with partner for
support
Work with partner for support,
monitor and assist them when
needed, ask guiding questions
ii.
iii.
B. Objectives
i.
ii.
C. Assessments:
i.
Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
Asking students questions and calling on a variety of different students to respond
Students discuss with thinking partners
Students share strategies and solutions with whole class and explain thinking
ii.
Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Students will create their own fraction and figure out different ways to decompose the fraction
into smaller parts. This will show me if they understand the concept of decomposition and if
they can see the fractions as different sized parts
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):
Powerpoint
White boards
Swun textbook
(7 minutes) Problem #2: Model on chart paper and use different colors for each part: 8/9
o Explain that now were going to practice decomposing fractions using the number line
o 8/9: how many total pieces are there? How many pieces are we considering/ shaded in?
Draw out the number line
Are 3/9 + 5/9 and 6/9 + 2/9 correct ways to decompose 8/9?
Explain that in this question, instead of asking us to decompose the fractions,
they have already come up with possible ways to decompose the fraction and we
need to figure out if these are correct ways to decompose the fraction of 8/9
o The first step is to separate out the parts of the problem and look at that the first fraction
sentence: 3/9 + 5/9 (Use different colors to label parts)
Draw a number line separate the number line into 9 total pieces because we
know that we need 9 parts total
Then label the number line with correct fraction
o Explain that we are going to first show 3/9 on the number line by drawing a line from 0
to the 3/9 on the number line
Then start at the 3/9 and you need to move 5/9 to the right
draw a curved line from the 3/9 and go to the right 5 more places to get
to 8/9
this shows us that 3/9 + 5/9 is a correct way to decompose 8/9
o Explain that we are going to now repeat the steps with the second fraction sentence: 6/9
+ 2/9
Draw out your number line with 9 pieces and label with the correct fractions
Start at 0 and go up to 6/9 and you need to move to the right 2/9 more
then draw a curved line over two spaces and then we reach 8/9
6/9 + 2/9 is another correct way to decompose 8/9
o Explain that we have figure out that both 3/9 + 5/9 and 6/9 + 2/9 are ways to decompose
8/9
Notice that we were looking for smaller parts of the fraction 8/9 so we these
fractions are ways to decompose 8 out of 9 pieces
We are considering this fraction 8/9 and not the total/ whole: 9/9
o Multiple different ways to decompose a number!
Have students pull out white boards and markers to do a problem together as a whole class
(~7 minutes) Problem #3: (Show under document camera) Decompose 5/6 in 2 different ways
o Ask students what the first step is?
Draw out the area model for the fraction and split the fraction into equal pieces
Label the each individual part of the fraction
Ask students what each individual piece of the fraction would be: 1/6
o How many of each piece make up 5/6?
Five 1/6 pieces make up 5/6
o Ask students how to write a number sentence to show that 5 1/6 pieces make up 5/6
Record sum of the individual fractions: 1/6 + 1/6 + 1/6 + 1/6 + 1/6 +1/6 + 5/6
o Ask students to work with their thinking partners to come up with another way to
decompose the fraction 5/6 while still using the area model
Examples: 1/6+1/6+1/6+2/6=5/6, 1/6+2/6+ 2/6=5/6, 4/6+1/6= 5/6
Monitor students as they work and pick 2-3 students to share in order of
increasing complexity
(~ 7 minutes) Problem #4: Are 2/7+ 3/7 and 4/7+1/7 correct ways to decompose 6/7? Show
using number lines
o Ask students for the first step (Remind them that this problem has two fraction number
sentences and we need to isolate/separate each number sentence and look at them
individually)
Look at the first fraction sentence: 2/7+ 3/7
Draw a number line and separate the number line into 7 total pieces because we
know that we need 7 parts total
Then label the number line with correct fraction
o Ask for next step:
Explain that we are going to show 2/7 by drawing a line from 0 to 2/7
Then we need to move right 3/7 so we are going to start at the 2/7 and move
over 3 spaces (show how to move from one fraction to the next while counting
out loud (move one space to 3/7, two spaces to 4/7, and 3 spaces to 5/7)
Ask were we able to get to 6/7? Is 2/7+ 3/7 a correct way to decompose 6/7?
o Look at the next number sentence: 4/7+1/7
Ask for first step
Draw out the number line and separate into 7 total pieces
Then label the number line with the correct fractions
o Ask for next step:
Ask how we would show this on a number line?
Start at 0 and draw a line from 0 to 4/7
Then we need to move 1/7 more so we need to move to the right 1 space
If we move 1/7 we end up at 5/7
Is 4/7+1/7 a correct way to decompose 6/7?
o 2/7+ 3/7 and 4/7+1/7 are not correct ways to decompose 6/7 because they only add up
to 5/7, not 6/7
you need one more piece (1/7) in order to make 6/7
(10 minutes) Give the student pairs the first math task problem (swun book Math task
homework #3): Decompose fraction 9/10 in two different ways. Support your answer with a
drawing
o Write on white boards
o Remind them to use the area models that we used in our previous problems to help them
solve and show their work
o Observe and monitor student pairs
o Look for 2 student pairs to share solutions with class and have them share in order of
increasing complexity
Ex: 1st- student who shows 8/10 + 1/10 and 7/10 + 2/10
2nd- student who shows 5/10 + 4/10 and 3/10 + 3/10 + 3/10
3rd: student who shows 2/10 + 4/10+ 3/10 and 1/10 + 1/10+ 3/10 + 2/10 + 2/10
If time, give students another math task problem to work on with thinking partners: Decompose
11/12
Explain that today we learned how to decompose fractions by decomposing fractions into smaller pieces
using visual models
Tell them that we will be continuing to build on our knowledge of fractions
o Todays skill will be very helpful and help us when we start to learn about adding fractions
together
1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
The student will describe how they decomposed their fractions into smaller parts using the sentence
frame: I decomposed ____ into ____ and _____.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Starthere!
Emerging
Expanding
Bridging
6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
I will explain the
vocabulary that is
important to this lesson.
I will explain the steps to
using the area model and
the number line to
decompose fractions.
Guided Practice
I will ask students to
identify the steps of the
strategies when doing a
problem with them.
Independent Practice
Students will have a chance to
work with their thinking
partners to practice
decomposing fractions using
area model and the number
line. Students will also share
their solutions with the whole
class.