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This microteach lesson plan aims to teach 4th grade students about fractions less than or equal to one. The lesson will last 15 minutes. Students will use concrete materials like cookies and counters to represent and name fractional parts of a whole. They will practice identifying, comparing, and recording fractions. Their understanding will be assessed through observing their work with the concrete materials and a worksheet. The lesson will begin with reviewing fractions, then students will work in pairs to divide cookies and record the results. Different fractional representations will be demonstrated and discussed as cookies are added or removed. Students will complete a worksheet and share the leftover cookies.
This microteach lesson plan aims to teach 4th grade students about fractions less than or equal to one. The lesson will last 15 minutes. Students will use concrete materials like cookies and counters to represent and name fractional parts of a whole. They will practice identifying, comparing, and recording fractions. Their understanding will be assessed through observing their work with the concrete materials and a worksheet. The lesson will begin with reviewing fractions, then students will work in pairs to divide cookies and record the results. Different fractional representations will be demonstrated and discussed as cookies are added or removed. Students will complete a worksheet and share the leftover cookies.
This microteach lesson plan aims to teach 4th grade students about fractions less than or equal to one. The lesson will last 15 minutes. Students will use concrete materials like cookies and counters to represent and name fractional parts of a whole. They will practice identifying, comparing, and recording fractions. Their understanding will be assessed through observing their work with the concrete materials and a worksheet. The lesson will begin with reviewing fractions, then students will work in pairs to divide cookies and record the results. Different fractional representations will be demonstrated and discussed as cookies are added or removed. Students will complete a worksheet and share the leftover cookies.
Subject Area Mathematics Grade 4 Topic Fractions Time 15 minutes
General Learner Develop number sense.
Outcome(s) Taken from Alberta Program of Studies Demonstrate an understanding of fractions less than or equal to one by Specific Learner using concrete, pictorial, and symbolic representations to: name/record Outcome(s) fractions for the parts of a whole or a set; compare and order fractions; Taken from Alberta model and explain that for different wholes two identical fractions may Program of Studies not represent the same quantity; provide examples of where fractions are used. Students will: Learning Be able to represent fractions as parts of a set using concrete Objectives materials What do you want your students to learn? Be able to name/record fractions of sets Be able to use objects to model fractional parts of a set By looking if the students are counting all the items first, and using that Assessment number for the denominator and then counting the coloured items for How will you know your students have learned? the numerator. As well as having them complete the worksheet and marking that for assessment. Hand sanitizer Materials Cookies (Two different kinds) What resources will you Worksheets need? White board and whiteboard markers Colouring materials
Remind students that they should know that a fraction names
equal parts of one whole and that they can read/interpret the fractions symbol Count students, ask how many have a certain colour of hair, wear glasses, are wearing white, etc. Ask them what fraction does that Introduction make, reverse question, ask fraction again, compare. Pair up students and divide cookies. Have one student pull them out and another student record results. Switch roles. Complete activity twice each. Suggest alternative ways to record results (draw pictures, fractions, etc.)
ED 2500 – Orientation to Teaching
Instructor: Kurtis Hewson 5 minutes Display one set to the class Ask: How did you find the fractional parts? (A: I counted how many were in a whole set); How did you know which fractions to use? (A: There were 6 cookies in all. 5 of them were choc. chip, so 5 sixths were choc. chip and 1 sixth was ginger molasses.) Body Add one more choc. chip cookie. Ask: how would you describe the set now? (A: 6 sevenths are choc. chip and 1 seventh is ginger molasses.) Take away two choc. chip cookies. Ask: How would you describe it now? (A: 4 fifths are choc. chip and 1 fifth is ginger molasses.) 5 minutes Have a worksheet class can work on alone or with a partner Closure Share the cookies between classmates at the end of class 5 minutes