Beruflich Dokumente
Kultur Dokumente
Content Objectives:
Language Objectives:
Students will be able to define the word equivalent thorough TPR and simple
sentences.
Date: 4/15/13
Key Vocabulary:
1.
2.
3.
4.
5.
6.
7.
8.
Equivalent
Similar
Alike
Less Than
Greater Than
Fraction
Numerator
Denominator
Higher-Order Questions:
1. What does the word equivalent mean?
2. How do we identify which fraction is greater?
3. Would you rather of a pizza or of a pizza?
Time:
1 Math Block
(45 Minutes)
Activities
Building Background
Links to Experience: To link to experience, I will begin my lesson by introducing the common
concept of comparison. I will project to pizzas on the screen, one is cut in half and the other in
thirds. I will ask the students if they would rather have of a pizza or 1/3 of a pizza for dinner.
When they respond that they would rather have of a pizza, I will ask why. I will wait for a
response and then go on to explain that 1/2 is more, or greater than, than 1/3.
Links to Learning: I will ask the students how we previously defined the world equivalent. I will
ask the to come up with words that have a similar meaning to the word equivalent. I will then
[#5270]
Student Activities (Highlight all that apply for activities throughout lesson):
Scaffolding:
Modeling
Guided
Independent
Grouping:
Whole Class
Small Group
Processes:
Reading
Writing
Strategies:
Hands-on
Meaningful
Partners
Listening
Independent
Speaking
Links to Objectives
First, I will introduce the idea of comparison. I will incorporate real life examples, such as Would
you rather have of a pizza or 1/3 of a pizza for dinner? I will use that example to explain that
numbers and fractions can be greater than, less than, or equal to one and another. I will explain that
5 is greater than 2, but for today we are going to focus on equivalent numbers, or fractions. I will
project two equivalent pieces of pizza on the screen to model what it means to be equivalent.
Then, I will ask the students what it means to be equivalent to each other. I will direct their
attention our Math Term Wall. Earlier in the week, we had come across the word equivalent in
our math text and created similes for the word. I will ask the students to look at our Math Term
Wall and redefine the word equivalent. I will instruct them to turn and talk to their neighbor or
partner and compare definitions, and then I will ask them to get in groups of four and discuss the
definition as a group. Then, I will pose the question, What does the word equivalent mean? to the
whole class.
After we finish defining the word equivalent, I will ask the students to take out their Math
Workbook and turn to page 93. I will project the same page on my SmartBoard. Together we will
complete the next two pages in the workbook. I will model the first problem for the class on the
SmartBoard.
Then, for the second problem, I will read the question aloud to the class and then ask them to work
with the person next to them to solve the problem. After a minute or two, I will ask for a volunteer
to come up to the SmartBoard and write their answer on the projected worksheet.
For the last two problems on page 94, I will ask the students to complete the problems on their own
and then compare their answers with their partners. As they complete these last two problems, I will
walk around the class and monitor their progress and check their answers. I will look for accurate
answers and prompt the kids to interact with each other and share the work. I will listen to see if the
kids of pronouncing the th sound.
[#5270]
Group
Written
Oral
[#5270]