Marcia Jones EDU 723 Module #6 Instructional Unit

Introduction: Making what we do in school functional for students can be a challenge. Many students need to see the lessons value and benefits before they are motivated to engage in their learning. Functional mathematics prepares students for mathematical topics that they encounter in daily living and work. For most students with mild and moderate disabilities, teaching functional mathematics is essential ( Cohen & Spenciner 2009, p. 433). The following two lessons served as introductory exercises for fractions in my existing fourth grade class. This years class was made up of fourteen students that had a diverse range of ability. Four of the students were working at an above grade level; the remaining ten students consisted of one autistic student, four students operating at grade level and five sustaining well below average ability. At this time, my school is not considered an inclusion school; I have four students pulled for Stretch and two that join our Resource teacher for Math Services in different classrooms. This fraction unit focuses on gaining an understanding of vocabulary related to fractions, how to write a fraction and obtaining a better comprehension of what a fraction is compared to a whole number. By using manipulatives that are connected to real life, students will find the functionality to this concept and learn how they

can associate their learning to daily life. Teaching Methods and Strategies: The first portion of this unit concentrates on using prior knowledge to form a foundation of which to build upon. Students complete a KWL chart in their math journals as well as work collaboratively in a student lead discussion to design the W portion on the class chart. I find using students prior knowledge and student lead activities helps motivate the students. They gain a sense of belonging as they develop ways to integrate themselves and their learning to benefit their connection in the real world. Vocabulary is combined throughout both units. Students use their math journals to express their knowledge as well as draw pictures to deepen their comprehension of the material. In addition, graphic organizers are added to their journals to help elaborate on their knowledge. When students elaborate on knowledge, they not only understand it in greater depth, but they can recall it much more easily (Marzano, Pickering & Pollock 2001, p. 74). This nonlinguistic method is especially helpful with visual learners. To scaffold and strengthen vocabulary I include the use of picture books. I have tried to create several different methods to understanding related vocabulary. Good vocabulary instruction helps children gain ownership of words. Instead of just learning them well enough to pass a test. Good vocabulary instruction provides multiple

exposures through rich and varied activities to meaningful information about the word (Vaughn & Linan-Thompson 2004, p. 74). The second portion of this unit keeps the students engaged with a variety of hands on activities. Integrating manipulatives gives students the opportunity to investigate and intensify their cognitive focus. This method expands their prior knowledge and students are able to demonstrate their skills at a new level. Strategies for teaching with a cognitive focus include linking new information to prior knowledge, restructuring student background knowledge, teaching students how to learn, establishing motivation towards a goal, and teaching students to use existing knowledge to learn more (Wiles & Bondi 2011, p.167). Including manipulatives found in every day life reinforces the students link to the practicality and value of the lesson.

Linking Assessment with Instruction: Math assessments should involve a variety of approaches in order to reflect an understanding of the students abilities (Cohen & Spenciner, 2009). This statement describes the diverse procedures I use in my classroom. The students demonstrate their comprehension at each level and activity. Through written expression, verbal communication and constructing models.

Differentiated Strategies:

The main focus on differentiating instruction for students with disabilities in this lesson was in the learning of the vocabulary. Depending on need, graphic organizers contained visual prompts and information was added prior to activity. When grouping students I often will use different methods. Pairing students that I know work well together and relying heavily on conferencing with groups and individuals to make sure learning was being achieved before moving on to next level. Mixing in student lead discussions and activities allows the students to voice and demonstrate their personal strengths. They can elaborate and share their knowledge from the learning style that works best for them.

Lesson 1 Subject: Math Grade Level: 4th Title: Understanding Fractions. Materials: KWL Chart, Math Journals, Multi Grain Cheerios (Colored Cereal or Colored Marshmallows) Paper towel/napkin, Book- Clean Sweep; written by Lucille Recht Penner, and Recording sheet. Objective: To gain an understanding of fractions and their functionality to real life connections through vocabulary and prior knowledge. Understanding comprehension of numerator and denominator. Anticipatory Set: 1. Students will list information that they know about fractions on KWL charts. (Charts will be added to math journals at end of lesson) 2. Students will lead discussion and create a list of what they would like to know about fractions. Students will write information on common chart and personal KWL chart.

3. Students will listen to story Clean Sweep, written by Lucille Recht Penner. 4. Students will form small groups and discuss the reading and thoughts about prior knowledge and connections. Continue to share information with class. Record any new information on class chart for reflection. 5. Introduce and explain vocabulary words: Numerator and Denominator. 6. Place an even amount of Cheerios on every students napkin. 7. Students will count the total number of Cheerios and write the number on the recording sheet in the denominator space. 8.Student will now write a sentence that describes the denominator; such as there are ______ Cheerios in all. 9. Students will now choose one color and count how many of the whole group are this color. Then students will write this number as the numerator in the fraction on recording sheet. On the line next to the numerator, students will write a sentence that describes the numerator; such as ______ of the Cheerios are the color_______. 10. Students will repeat steps 7-9 with two new groups of cheerios. 11. Students will answer reflection questions in math journal. Reflection Questions: 1. What are some fractions you notice in your classroom? For example, what fraction of students wore blue pants today? List a few fractions you see in your classroom. 2. Think about and explain how fractions are used in everyday life.

Extension: Challenge students to give examples in the form of a story problem for different ways fractions can be used. For example, fractions can be used to represent one or more of the equal parts of a unit, to represent one of several equal parts of several units, to indicate division, or as a ratio, in comparing two quantities. Have students sit in small groups and read their stories to each other. Homework connection: Challenge students to observe, with the help of their families, and to record every time they use fractions (e.g., money, food servings, units of time, units of distance) during the course of one day.

Lesson 2 Subject: Math Grade Level: 4th Title: Understanding Fractions Materials: Math Journals, Graphic Organizer, Chocolate Bar (one for each student), book; Fraction Fun by David A. Adler, scrap paper and crayon. Recording Sheet. Objective: To gain an understanding of and demonstrate the concept of equivalent fractions while connecting the practicality to real life. Students will find there are six ways to represent the whole bar as a fraction, four ways to represent one half, three ways to represent one third, two ways to represent one fourth, two ways to represent one sixth, and one way to represent on twelfth. Anticipatory Set: 1. Introduce students to vocabulary of Equivalent fractions. 2. Students will unwrap candy and place on napkin and place the scrap paper over the top of candy bar. 3. Students will gently rub the scrap paper with their crayon until they see twelve small rectangles. 4. Students will study the rubbing carefully. Notice that small rectangles are a part of one large rectangle and there are visible rows and columns. 5. Students will remember that fractions represent equal parts of a whole. Find as many different fractions that represent he whole candy bar. (Hint one-way to represent the whole would be 12/12) Write the fraction in the fist column of recording sheet. 6. Students will find different ways to represent one half and record answers on sheet. 7. Students will continue to complete chart for one third. One fourth and one sixth. 8. Students will notice the fractions in each column. They represent the same amount of candy or the same fraction of the whole. 9. Students will compare their chart with a partner to make sure each person has found all equivalent fractions. 10. Students will answer reflection questions in math journals. Reflection Questions: 1. Write each set of equivalent fractions in your

journal. What pattern do you notice? 2. Is there a relationship between the numerator and denominator of the equivalent fractions? 3. If you were to further divide the chocolate bar into 24 equal pieces, what new equivalent fractions could you create? Try this in your journal. Extension: Use different sized chocolate bars for their rubbing. Invite students to read the nutritional information on the back of the candy bar. Have the determine the number of calories present in half the bar, third of the bar etc

References:

Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities: Research-based practices. Upper Saddle River, NJ: Pearson Education.
Marzano, R., Pickering, J., & Pollock, J., (2001). Classroom instruction that works research- based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Vaughn, S., & Linan-Thompson, S., (2004). Research- Based Methods of Reading Instruction: Alexandria, VA: Association for Supervison and Curriculum Development. Wiles, J., & Bondi, J., (2011). Curriculum Development A Guide to Practice:Upper Saddle River, NJ; Pearson Education.

KWL Chart:

http://www.eduplace.com/graphicorganizer/pdf/kwl.p df
http-//www.havefunteachi#4B28D9

Graphic Organizer: http://www.eduplace.com/graphicorganizer/pdf/tictac k.pdf