TPACK Template

Subject Mathematics

Grade Level 5th

Learning Objective 5.7 The student will evaluate whole number numerical
Content

expressions, using the order of operations limited to

parentheses, addition, subtraction, multiplication, and
division.
Activity The objective of this lesson is to teach students about equivalent
fractions. They will learn what an equivalent fraction is and how to
create equivalent fractions by multiplication or division for use in
adding and subtracting fractions with unlike denominators. This
lesson plan can be used for both the instruction portion and the
group practice/activities.

The teacher will begin the instruction portion using slides 3-13. These
slides contain hidden information that appear one section at a time
when the teacher clicks each textbox. The teacher should utilize this
feature to encourage group participation/speculation as he/she
presents the material and introduces the concept of equivalent
fractions by pausing to get input from students before revealing each
textbox.

Slides 10 and 11 provide visual representations of multiplication and

division to create equivalent fractions. The teacher should use this
slide to review the concept and ask for any questions before moving
on to the practice slides.

Slides 12 and 13 should be used for group practice to assess their

understanding of the concept. There are hidden practice problems
that the teacher should reveal one at a time to allow students to work
on at their desk using whiteboards to reveal/check their answers.

Slides 14-26 contain one practice problem each. Depending on the

size of the classroom the teacher should form pairs or groups of
students and assign each pair/group a problem. The pairs or groups
should come up one at a time and use the blank space on the page to
show their work as they solve the problem. Once they’ve reached a
solution, the students should circle their answer, write each
pair/group members initials in the space provided at the top of the
screen then call up the next group to begin work. The teacher should
Pedagogy

give very little input during this portion, encouraging students to work
together and ask questions of classmates when stumped.
 As the groups are working on the solutions on the Smart board, the
rest of the class should be working independently on more practice
pages and/or other related activities.

Technology http://exchange.smarttech.com/details.html?id=b15a1f42-4b1c-
Techno

4b71-9ca5-2d2a97e9184d
logy