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Tarleton State University’s Expected Lesson Cycle

Clinical Teacher’s Name: Katelyn Veteto Subject/Grade: Math 6th grade

TEKS Addressed:

(3) Number and operations. The student applies mathematical process standards to represent

addition, subtraction, multiplication, and division while solving problems and justifying

solutions. The student is expected to:

(A) recognize that dividing by a rational number and multiplying by its reciprocal result

in equivalent values;

(D) add, subtract, multiply, and divide integers fluently; and

(E) multiply and divide positive rational numbers fluently.

LESSON OBJECTIVE Addressed:

Given the notes and vocabulary, the students will multiply and divide positive rational numbers

to find the correct solutions.

CCRS Addressed:

I. Numeric Reasoning

B. Number operations

1. Perform computations with real and complex numbers

II. Algebraic Reasoning

A. Expressions and equations

1. Explain and differentiate between expressions and equations using words

such as “solve,” “evaluate,” and “simplify.”


Tarleton State University’s Expected Lesson Cycle

B. Manipulating expressions

1. Recognize and use algebraic (field) properties, concepts, procedures,

and algorithms to combine, transform, and evaluate expressions (e.g.,

polynomials, radicals, rational expressions).

ELPS Addressed:

c.1. (E) internalize new basic and academic language by using and reusing it in meaningful ways

in speaking and writing activities that build concept and language attainment

c.2. (E) use visual, contextual, and linguistic support to enhance and confirm understanding of

increasingly complex and elaborated spoken language

c.3. (J) respond orally to information presented in a wide variety of print, electronic, audio, and

visual media to build and reinforce concept and language attainment.

Technology Application (taken from the TEKS):

(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while

using technology tools and resources. The student is expected to:

(A) understand copyright principles, including current laws, fair use guidelines, creative

commons, open source, and public domain

(B) practice ethical acquisition of information and standard methods for citing sources;

(C) practice safe and appropriate online behavior, personal security guidelines, digital

identity, digital etiquette, and acceptable use of technology; and

(D) understand the negative impact of inappropriate technology use, including online

bullying and harassment, hacking, intentional virus setting, invasion of privacy, and

piracy such as software, music, video, and other media.


Tarleton State University’s Expected Lesson Cycle

Materials and Resources Needed


Interactive Math Notebook Calculator Pencil
Glue Scissors Computer / iPad
Dominos

Lesson Cycle Component Estimated Checks for understanding,


Time questioning, monitoring,
adjusting, Assessing
Focus: Introduce Multiplying
The teacher will pass out the dominos and the students will 8min The teacher will monitor the
complete an inside/outside circle. student’s participation and body
The students will multiply their domino and the domino with language during the introduction
the person across from them. activity. The teacher will access
The teacher will check the answers and discuss any the students prior knowledge on the
misconceptions.
new content by taking anecdotal
The teacher will then ask the students to give a thumb’s up or
notes and making observations.
a thumb’s down if they do or do not understand.
The students and the teacher will repeat this activity again for
dividing fractions.

Lesson Cycle Component Estimated Checks for understanding,


Time questioning, monitoring,
adjusting, Assessing
Guided Practice and Check for Mastery:
Multiplying and Dividing fractions vocabulary and 12mintues The teacher will monitor the
examples. student’s participation by leading
The teacher is showing the students how to cut out interactive examples, walking around the
notebook vocab and examples activity. The teacher works room, and facilitating discussion.
through the examples with the students, allowing the students The teacher will ask for thumbs up/
to ask and answer questions and lead the other students thumbs down on the new material
through the examples. The students are cutting, gluing, being addressed.
pasting, writing, and thinking.
The teacher guides the students to the right answers but
allowing them to make mistakes and self-correct each other.

Lesson Cycle Component Estimated Checks for understanding,


Time questioning, monitoring,
adjusting, Assessing
Independent Practice and Monitor
Multiplying and Dividing Fractions 10 minutes The teacher will monitor student
The teacher is walking around the room, monitoring students’ participation by walking around the
progress and assisting students when needed/noticed. room and taking anecdotal notes
The students are working independently on their math over student work and discussion.
problems, with using their interactive notebook notes and The teacher will assess students on
examples to assist. their written work and readdress
The teacher checks for understanding by asking questions,
any misconceptions the students
seeking understanding, thumbs up/thumbs down.
have about the new material.
Tarleton State University’s Expected Lesson Cycle

Extension (as needed) Aligned with Objective:


Multiplying and Dividing Fractions Sentence Strips 5 minutes The teacher will monitor the
Using their interactive notebooks, the students review the steps student’s participation and assess
of multiplying and dividing different scenarios of fractions their knowledge by reviewing the
(ex. Fraction by fraction, fraction by whole number, and sentences the students built.
fraction by mixed numbers). The student then rearranges
sentence strip steps to help memorize the order and steps of
multiply and dividing fractions.
The teacher is assisting and guiding the students one-on-on
and/or in small group.

Intervention (as needed) Based on Mastery:


Multiplying and Dividing Fractions Kahoot 10 minutes The teacher, student, or parent will
use the data from the Kahoot game
The teacher (or student, or parent) will lead and to assess student’s knowledge and
facilitate the online Kahoot game. The students use their any material that needs to be
computer to answer the questions that appear on the revisited.
smart board or their computer screen. The students can
self-monitor their progress.

Closure:
Multiplying and Dividing Fractions 5 min The teacher will assess the
The students will think-pair-share about the concept knowledge learned by code-calling
they learned the best and the concept they might need (popsicle stick names) to share the
extra help with still and why they chose each part. information spoken between them
The teacher will walk around the room and take and their partner.
anecdotal notes on the student’s discussion. The
students will then return to a whole class discussion and
share their thoughts and findings.

Reflection

This lesson was an interesting one to teach. The intro activity made students think. I did

not give them any information on how multiplying and dividing fractions worked. We had just

moved on from adding and subtracting so most of the students tried to get the denominators to a

common denominator. After a couple minutes I put a hint on the smart board but did not verbally

tell the students. Once a student noticed it, is was smooth sailing from there. Again, I did not give

the students any advice on dividing fractions. I was really trying to access their prior knowledge.

As expected, the students treated dividing fractions, just as they did with multiplying fractions.
Tarleton State University’s Expected Lesson Cycle

Again, after a few minutes, I placed another hint on the board (KCF) and the students did not

understand that. The focus went as expected and I was able to assess my student’s prior knowledge.

When delivering the lesson, I taught all the multiplication fraction strategies and then all of the

division strategies. The students did great with multiplying fractions, most of them found it to be

“the easiest thing we have done all year.” Until… I incorporated dividing fractions. For some

reason, the students started flipping the second fraction when multiplying fractions instead of just

when dividing fractions. I think I confused the students when I said, “so technically, you never

really divide… you always multiply.” To try and reverse the confusion, I used the sentence strips

as an extension activity to try and help the students see that KFC was only when you had a division

sign. When I teach this lesson again next year, I will move the sentence strip activity to the guided

practice section and allow the students to see that KCF was only an option when the division sign

is present. The students loved the Kahoot. It was not mandatory, it was just an intervention activity

for students who I felt needed a little more one-on-one instruction. When one of the students found

out that another student got to play an online game with me, all the students wanted to play. If I

would have known the students WANTED to take an online quiz (pretty much what it was), then

I would have created a Kahoot as the final assessment instead of a written test. Overall, my lesson

was successful. Every student passed the final assessment and are ready to move onto the next

lesson.