Lesson Plan Number Two

Michael E. Post









Liberty University Online
EDUC 630
Dr. Joanne Gilbreath














Topic and Grade Level
This lesson will be math focused and will allow the middle school students to present their
understanding and explanation for what they are doing with these math processes. Students will pick a
topic inside the math unit of fractions and share their terms, abilities, and demonstrations of the
processes for the mathematical functions of fractions.
Objectives and Vocabulary
5.NS.1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents
for common fractions and explain why they represent the same value; compute a given
percent of a whole number.
5.NS.1.5 Identify and represent on a number line decimals, fractions, mixed numbers, and
positive and negative integers.
5.NS.2.0 Students perform calculations and solve problems involving addition, subtraction,
and simple multiplication and division of fractions and decimals.
The teacher will use a list of the key terms mentioned and ask students to define the terms, creatively
display the terms, show when and why the term/procedure might be used and then incorporate the
procedure in an actual example with the correct usage and terms.
The key terms will include numerator, denominator, mixed numbers, improper fractions, common
denominator, reduced fractions, simplest form, reciprocal fractions, decimal conversions, percentages
and whole fractions.
Materials
Materials for this lesson will include their laptops, tablets, and desktop computers. Along with these
computer tools software including Prezi, PowerPoint, and Active Inspire will be incorporated. Students
will be sharing their lesson product presentation within a Google Hangout or other virtual setting agreed
upon by the students and instructor. Digital textbooks and notes from them will be used to support the
presentations.
Classroom Description
The classroom and school are very diverse as it is a virtual academy with students from different
backgrounds, social and environmental setting. There are 32 students, 18 girls and 14 boys in this virtual
middle school who have been provided with the technology to create, communicate, and research by
the virtual academy. The students are bi-lingual Spanish and English speakers. Funding for the school is
provided through the State Education fund for charter schools. Students with exceptionalities may
extend the activity to include multiple presentations, others who may need special assistance may work
collaboratively to include what their strengths might be used for in the presentation. Individualized
Education Plans will be consulted to determine accommodations to allow all students to become
success at some level in this lesson.

Technology Inclusion
Technology inclusion will incorporate devices mentioned in the materials section above. Web Cameras
and microphones will be used for communication and facilitation with the classmates as the
presentations are shared.
Procedures
Anticipatory Set
The teacher will share a PowerPoint, Prezi, and ActivInspire presentation demonstrating the order of
operations. This project will reflect some of the possibilities that a presentation project might use to
incorporate the objectives of fractions in the assignment at the conclusion of the lesson. One reason
that a teacher might not include an actual model of the actual material is that it might limit the
creativity of the students in their presentations.
Direct instruction
The teacher will allow list the key terms mentioned and ask students to define the terms, creatively
display the terms, show when and why the term/procedure might be used and then incorporate the
procedure in an actual example with the correct usage and terms. The students will submit project idea
for tentative approval to be e-mailed to each user from the teacher. The teacher will model this all
through the presentation screen in the room. The model will show the creation with strengths and
weakness of designs. Students will be asked their preferences and why they made each choice to
support higher level of thinking. Additional models will available for viewing on the virtual academy
website for additional review and assistance.
Guided Practice
Students will use their device of choice to start to make a presentation with the teacher. The instructor
will go step by step with the process recorded using the screen capture software and the recoding will
also be available on the classroom technology reference section. Additional individual guided practice
will be available as needed and upon request by the students.
Independent Practice
Students will be given a fraction process to develop. Students will complete an outline or draft to guide
the process. They will try to incorporate the vocabulary, steps, examples, and graphics in their
presentation. As the individual works through the process the student will use a rubric and checklist to
verify the work on the project. The verification of these steps and checks will be done with a virtual
partner. Each partner will share the completed steps, partners will assist and offer tips and suggestions
on improvements. Suggestions and ideas will be submitted to the teacher as well, to see if the
suggestions were followed, adjusted or considered. The projects will be submitted and shared live using
a live sharing site like Google Hangout, Go to Meeting, or Go to Webinar.
Evaluation
Students will be evaluated using the rubric and checklist created by the students. The teacher will also
evaluate the presentation based on another rubric which has been shared with the class previously.
Students will be given additional credit for constructive assistance, tips, and comments given to their
classmates.
Additionally these projects will be kept on the students devices as well as the classroom project folder.
As students have time and desire they may wish to reflect, edit and improve their own project. This at
least will be an indicator of the abilities and improvements over the course of the year. Perhaps the
desire to create their own presentations for additional subject material to share might begin.

Risk Analysis
Concerns about the lesson might be a lack of internet access, power failure, and possible equipment
issues. There are many backup machines for concerns of equipment, students may use personal devices
however these must agree to the technology agreement of the virtual academy. The academy is not
responsible for personal loss or damage of equipment, but might assist if means are available.
Equipment must use virus control software to access the virtual network
Time Frame
This lesson should take approximately one week to complete. This will include the creation,
presentation, and evaluation process. Each Meeting and preparation will be approximately one hour
each day for a total of five hours. Virtual office hours will be available for students who need assistance