Beruflich Dokumente
Kultur Dokumente
rd
http://www.corestandards.org/Math/Content/3/NF/A/2/http://www.corestandar
ds.org/Math/Content/3/NF/A/2/http://www.corestandards.org/Math/Content/3/
NF/A/2/a/http://www.corestandards.org/Math/Content/3/NF/A/2/a/
Materials
and
Resources:
Materials
are:
18
problem
sets,
18
exit
tickets,
1
pencil
per
child,
whiteboard
and
dry
erase
marker.
*I
will
have
each
learner
bring
a
pencil
to
the
math
table.
I
will
have
all
of
the
problem
sets
and
exit
tickets
already
printed
prior
to
the
lesson.
I
also
always
keep
a
whiteboard
and
dry
erase
marker
at
my
table,
just
incase
I
need
to
explain
a
problem
more
thoroughly.
Resources:
ZEARN
and
Eureka
Math
Program
Module
5
Implementation:
Learning
Context:
All
learners
will
be
completing
this
lesson.
I
will
start
with
all
learners
on
the
rug
for
the
intro
lesson
interacting
with
Zearn.
I
will
then
split
my
class
up
into
3
groups
based
on
skill
level
with
fractions.
Group
1
is
my
group
that
needs
the
most
support,
Group
2
needs
my
guidance
on
a
few
things,
and
Group
3
needs
little
to
no
support.
I
pick
these
groups
based
on
results
from
the
exit
tickets.
While
I
am
doing
small
group
direct
instruction
my
other
learners
are
working
on
DreamBox
and
the
packet
that
I
have
made
for
them.
Lesson:
Intro:
I
will
start
the
lesson
by
calling
all
of
the
learners
to
the
rug.
I
will
turn
on
Zearn.
I
will
make
sure
that
all
of
the
children
are
spread
out
on
the
rug
and
are
ready
to
listen
and
learn.
I
will
review
with
them
our
previous
lesson
and
how
we
started
to
make
a
number
line
and
put
unit
fractions
on
it.
After
we
have
done
the
review
I
will
start
Zearn.
We
will
work
together
as
a
class
to
answer
the
activity
questions.
I
will
call
different
learners
up
to
the
board
to
answer
questions
and
to
keep
them
engaged.
We
will
continue
this
until
we
have
been
"Zearned."
Body:
After
we
have
been
Zearned
I
will
remind
the
learners
about
what
they
need
to
do.
I
will
tell
Group
1
that
they
need
to
grab
a
pencil
and
come
sit
at
my
table
quietly.
I
will
tell
Group
2
to
grab
their
chromebooks
and
sit
at
their
seats
quietly
and
work
on
DreamBox.
I
will
tell
Group
3to
grab
their
packet
and
sit
quietly
at
their
seats
and
work
on
it.
I
will
remind
all
learners
that
are
not
working
with
me
to
keep
the
noise
level
at
a
whisper.
Once
I
have
Group
1
at
my
table
I
will
go
over
the
problem
set
with
them.
This
group
needs
a
lot
of
instruction
and
I
usually
walkthrough
the
whole
worksheet
with
them.
I
will
read
aloud
all
of
the
questions
and
ask
for
their
answers.
We
will
complete
as
much
as
the
worksheet
that
we
can
in
the
time
given
and
then
I
will
ask
them
to
put
their
problem
sets
in
their
mailbox.
Once
a
group
leaves
my
table
I
will
ask
all
groups
to
rotate.
Group
2
will
now
come
over
to
my
table.
I
will
give
them
a
brief
overview
about
each
question
and
ask
them
what
they
think
the
answer
will
be.
This
group
is
more
independent,
so
we
might
do
1-2
problems
together
and
then
they
are
able
to
complete
the
rest
on
their
own.
Once
we
have
finished
the
worksheet
they
will
put
it
into
their
mailbox
and
we
will
rotate
one
last
time.
Group
3
will
come
over
to
my
table
and
I
will
also
give
them
a
brief
overview.
I
will
ask
one
of
the
learners
in
this
group
to
read
aloud
the
question.
Depending
on
the
lesson,
they
will
normally
complete
the
problem
set
without
any
guidance.
I
sometimes
have
to
show
them
how
to
do
something
quickly
and
then
they
take
off
and
complete
the
worksheet.
I
often
have
to
remind
this
group
to
slow
down
and
make
sure
they
are
answering
every
part
of
the
question.
Conclusion:
After
each
group
leaves
my
table,
I
hand
them
the
exit
ticket.
They
are
supposed
to
go
to
their
seats
and
work
on
the
exit
ticket
alone.
Once
they
have
finished
the
exit
ticket
they
put
it
in
the
turn
in
bin
and
then
work
on
their
next
station.
At
the
end
of
the
lesson
if
there
is
time
I
will
call
all
of
the
groups
to
the
floor.
We
will
talk
about
which
problems
were
easy
and
which
problems
were
tough.
I
will
often
ask
them
a
question
that
is
similar
to
one
on
their
problem
set
to
see
if
they
can
answer
it.
When
the
lesson
is
over
I
will
look
at
the
exit
tickets
and
see
which
learners
mastered
the
concept,
understood
the
concept,
and
need
more
practice.
Depending
on
the
numbers,
if
a
large
group
of
children
didn't
understand
the
lesson,
then
I
will
put
them
in
a
group
for
the
following
day.
Our
groups
are
constantly
changing
depending
on
exit
ticket
scores.
Further
Ideas:
Learners
will
learn
how
to
place
fractions
on
a
number
line.
They
will
learn
how
to
label
the
number
line
from
0
to
1.
This
is
one
of
the
beginning
lessons
for
fractions
on
a
number
line,
so
it
will
be
a
good
basis
for
future
lessons.
Differentiated
Instruction:
I
have
been
trying
to
use
Zearn
to
try
and
get
more
of
my
children
engaged
in
math.
I
also
have
differentiated
each
group
based
on
skill
level
from
a
prior
exit
ticket.
My
instruction
varies
based
on
group
number
and
how
independent
the
children
are.
I
have
one
learner
who
benefits
from
sitting
on
a
yoga
ball
during
math
time.
I
will
also
make
sure
my
class
is
at
a
whisper
volume
to
prevent
any
distractions.
Collaboration:
This
lesson
is
one
of
the
beginning
lessons
for
fractions
on
a
number
line.
It
will
help
the
children
gain
confidence
in
partitioning
fractions
into
units.
It
is
also
helpful
for
prepping
them
for
the
math
portion
of
the
SBAC
test.
Areas
of
Assessment:
Skills:
Drawing
and
labeling
a
number
line
Skills:
Understand
a
fraction
as
a
number
on
a
number
line
Further
Assessment:
I
will
continue
to
use
exit
tickets
to
assess
learning.
We
also
have
a
mid
module
assessment
coming
up
that
will
tell
me
how
well
the
children
are
understanding
fractions.
At
the
end
of
the
unit
we
will
have
an
end
of
module
assessment
that
will
allow
me
to
see
how
well
my
class
as
a
whole
understood
fractions
and
see
what
areas
they
were
strong
in
and
what
areas
they
need
Brandie Comment:
Danielle begins math instruction using a lesson module projected on the interactive
whiteboard. Could a scribe who has mastered the skill be your assistant at the computer at
your desk, providing input when requested? What else might engage a greater number of
students in this technology based lesson? Danielle does use standing and thumbs up to
engage all in answering. Student who struggles is asked it participate at board, " I like how
you took your time to space those out, nice job!" She lets another student know he will be
the next to be called on before he is called on in order to
plan.
In small groups, Danielle walks through each step. She uses a whiteboard to draw step by
step visuals. It might be of value to have students show where they think each fraction is on
their paper before providing a model to discover their perspective and processing fractional
measurement. For those challenged to process, or in need of hands on for learning or
attention, folding paper strips may be helpful. Straight edges might also support number
line creation, for the straight line and exposure/make connection to real life fractional tool.
After whole group practice, students do several questions independently. Danielle reminds
students at seats to stay on task. The exit ticket is task specific as worksheets completed
are placed in mailboxes. (Having students answer the phone is great phone communication
practice!). For line creation (partition the number line), when working on eighths, showing
students how to divide line in half, each half in half then half again would increase likelihood
of equal distances on the line and would expand understanding of fractional units, for some
learners this might be their desired learning style and for others it might provide important
support to their conceptual understanding that can be built upon. All groups are worked
with, three total, with decreasing levels of support based on student skills.