umsl.eduumsl.edu/~wadsworthbrownd/KOELLER.Web.docx · Web viewFractions are used everywhere in...

$: umsl.eduumsl.edu/~wadsworthbrownd/KOELLER.Web.docx · Web viewFractions are used everywhere in our day to day lives. For example with every meal that is cooked fractions are used$
Karen Koeller

My name is Karen Koeller. I am currently in my Junior Year of college at UMSL, majoring in the field of Middle School Education with my emphasis in the subject of Math. Choosing a major was not an easy task, although it should have been because I think that I was born to teach, but by the time that I graduate I will have been in college for 10 years. Currently I am juggling many things in my life, bartending in a restaurant, going to school, and trying to plan my wedding to my fiancé Chris taking place in October. I wouldn't change anything though, I love to stay busy, and cannot wait to finish my degree so I can get into the classroom and start teaching.

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." - William Arthur Ward

"I make a difference. What about you?"- Taylor Mali on teaching

Ms. KoellerPre-Algebra4/29/2010

Fraction UnitOverview

Rationale:Fractions are used everywhere in our day to day lives. For example with every meal that is

cooked fractions are used within the recipe. The point of this unit is to teach students what fractions are, and how to manipulate them by adding and subtracting them, and multiplying and dividing them. This unit also will give students a chance to use fractions in a real life way; modifying a recipe for extra people. The recipe portion of this unit also has another purpose. It is going to tie in what the students are studying in their Social Studies class about culture with what they are learning in Math. Summary:

This lesson is going to be divided into a two week unit. The first week the students will be learning and practicing the basic skills needed to work with fractions. This will include a basic understanding of what fractions are, how to add and subtract fractions, and how to multiply and divide fractions. The next week students will work on their end of the unit project. Students will pick one of the cultures that they have been studying in their social studies class. They will then research the food of the culture and write a two paragraph description of the food and the customs surrounding the food of the culture. Students will then need to find a recipe that is an example of the food that that culture eats, which they will convert into a recipe that would feed 25 people. Both the description and the converted recipe will be made into a magazine page, designed by the students. All of the pages of the magazine will be compiled into one magazine, and copies will be distributed around school.Objectives:

-The students will be able to use fractions in an everyday situation.- The students will use resources to research different cultures around the world.

Materials:- Computer lab- Pattern block worksheets- Library- Smart-board- Fraction manipuilatives- Pattern Blocks

Assessment:

The first week of the lesson is going to be graded using participation points. The final project will be graded by both the social studies teacher Mr. Rossi and myself using a summative rubric.

Heading Class Pre-Algebra Name of Unit Fractions

Date of Lesson Day 1 Teacher’s Name: Ms. Koeller

Objectives The students will understand what a fraction is and it's components.

Instructional

Framework

Initiating Constructing Utilizing

Lesson Plan

Format

Direct instruction

Grouping Whole class

Materials & Resources

Smart Board

Teacher

Students

Paper (to take notes)

Pencil

Strategy Wall of Words

Process Logs

Review Previous

Lessons

Students will complete a bell question when they walk into class, this bell question will relate fractions and the students prior knowledge of them.

New Material

Middle 25 minutes - Actual Lesson

This lesson will begin by a discussion of what a fraction is by definition. We will then go over what the parts to a fraction are, for instance what the numerator is and the denominator. As we cover new terms we will add them onto the wall of words that we have in the classroom. We then will then go over different problems as a class breaking up various shapes, that I have drawn on the smart-board, into different fractions. The students will begin a process log for the fraction unit. Every day the students will write in their log, or journal. They will write about

what they like about the content, and what they do not like about the content, and anything they do not understand.

Guided Practice

10 minutes

For guided practice on this lesson I will give the students a handout that has pictures of various pizza's on it. In groups of two or three the students will work on the handout answering the questions.

Closure toLesson

5 minutes

During this part of the lesson I will get the kids to move their desks back to where they belong and begin packing up their things. Students will also use this time to quickly write in their process log. I will then go over the homework assignment that will be due tomorrow.

Assignment for Tomorrow

5 minutes

The students will complete problems 1-20 odd in Chapter 4 section 1 on fractions



Objectives The students will use pattern blocks to enhance their understanding of fractions.

Instructional

Framework


Lesson Plan

Format

Cooperative Learning

Grouping Small groups


Students

Teacher

Pattern Block worksheet

Pattern Blocks for each group

Overhead Projector

Overhead Pattern Blocks

Strategy

Review Previous

Lessons

The students will begin class by completing a bell question covering the material covered in the previous class. I will also use this time in the class to go over any questions that the students might have had over last night's homework.

New Material


This lesson will involve the students getting into small groups. Each group will be given a set of pattern blocks to assist them in completing the lesson. The students will manipulate the pattern blocks to find the solutions to the questions on a worksheet that I have provided. See worksheet on the following page.

Guided Practice

10 minutes

Students will continue working on their worksheet, if they have time remaining they can come up with a pattern using the blocks and then figure out the fractions of each color in their pattern, similar to what they did on part 2 of the worksheet.

Closure toLesson

5 minutes

Students will be instructed to put all of their blocks away and move back into their seats. Students will also use this time to write in their process log.


5 minutes

none

Planning the Lesson

Delivering the Lesson

Ms. Koeller

Pre-Algebra

Spring 2010

Name _______________________________________

Pattern Block Worksheet

Directions: Use pattern blocks to answer the following questions.

Part 1:

1. How many are there in one ?

2. What fraction of a trapezoid is one triangle?


4. What fraction of one hexagon is one trapezoid?


6. What fraction of a hexagon is one parallelogram?


8. What fraction of a is 2 ?

Part 2:

Directions: Using your pattern blocks copy the pattern from the overhead at your tables, then answer the following questions.

1. What fraction of the large hexagon pattern is yellow?

2. What fraction of the large hexagon pattern is red?

3. What fraction of the large hexagon pattern is blue?

4. What fraction of the large hexagon pattern is green?

5. If you were to replicate this pattern using only the green triangles how many would it take?



Objectives The students will learn the process of adding and subtracting Fractions.

Instructional

Framework


Lesson Plan

Format

Direct instruction



Smart Board

Teacher

Students

Smart Board

Paper for note taking

Fraction manipulatives

Strategy Wall of words

Review Previous

Lessons

Students will answer a bell questions pertaining to fractions

New Material


In this part of the lesson I will guide the students step by step in how to add fractions and how to subtract fractions. I will begin by teaching the students how to do this with fractions that have the same denominator. Then I will go over how to find the least common multiple. Then I will move on to adding and subtracting fractions using fractions with different denominators. Any new terminology we will add to the wall of words.

Guided Practice

10 minutes

Students will practice this new skill by using fraction manipulatives to help guide them. The students will be given worksheets with problems that they must complete.

Closure toLesson

5 minutes

I will have the students get their things together and put away the manipulatives as well as explain the homework assignment that is due tomorrow. The students will use this time to write in their process log.


5 minutes

Chapter 4 section 2, problems 1-25 odd

Planning the Lesson




Objectives The students will learn the process of multiplying and dividing fractions

Instructional

Framework


Lesson Plan

Format

Direct Instruction


Materials & Smart board

Resources

Teacher

Student

Paper for note taking

Strategy Wall of words

Review Previous

Lessons

The students will answer the bell question covering adding and subtracting fractions. I will also use this time to answer any questions that the students have over the homework that was due today.

New Material


I will begin by explaining to the students step by step how to multiply fractions. I will do this by using the smart board and doing numerous examples. Then I will move onto dividing fractions, going through the process step by step using the smart board. Any new terminology we go over will be added to the wall of words.

Guided Practice

10 minutes

Do to the complexity of multiplying and dividing fractions, I will allow the students to begin working on their homework assignments. Students should, at this time, ask any questions. I will be walking around assisting those students that need help.

Closure toLesson

5 minutes

Students will pack up there things and I will inform them of the assignment due tomorrow. Students will use this time to write in their process logs.


5 minutes

Planning the Lesson




Objectives The students will use a webquest to apply their knowledge of fractions

Instructional

Framework


Lesson Plan

Format

Student directed- Problem Solving

Grouping individual


Computer Lab

Strategy

Review Previous

Lessons

The students will begin class by completing a bell question covering multiplication and division of fractions. I will also use this time to go over any questions that the students may have over homework.

New Material


The students will be working in the computer lab to complete a webquest that gives them practice using all of the fraction skills that they have learned. The students will go to the following website: trackstar.4teachers.org. Once in the website they will, under view track number, they will put 406912. They will follow the directions under the annotations on the webquest

Guided Practice

10 minutes

This will take the rest of the class period

Closure toLesson

5 minutes

Students will finish anything that they have left and shut down their computers. Students will write in their process logs.


5 minutes

none

Planning the Lesson



Date of Lesson Day 6-10 Teacher’s Name: Ms. Koeller

Objectives The students will apply their knowledge of fractions to a recipe that they have chosen

The students will research a culture of their choosing and write a well written two paragraph description of the food customs of that culture.

Instructional

Framework


Lesson Plan

Format

Student Directed

Grouping individual


Computer lab

Strategy Check Those Facts!

Review Previous

Lessons

We will do a quick review of the different fraction skills that we have covered in class.

New Material

For days 6-10 we are going to be working on the final project. This project is a cross disciplinary project. The students are going to make a magazine page over a culture of their choosing. They will be working on this assignment in both math class and social studies. The students will each be designing a page for our food magazine "Food and Culture". This page should include a two paragraph description of the food customs of the culture that the student chooses as well as a recipe from that culture that the students have adjusted to feed 25 people. Below is the rundown for each day.

Day 6- We will begin day 6 by completing the strategy Check those Facts, to teach the student to check the validity of the information that they receive on the internet. Then the students will begin researching the culture that they have chosen as well as finding a recipe for the culture.

Day 7- Students will continue doing any research that they need to do and begin designing their magazine page.

Day 8- A first draft of their magazine is due. The students will peer edit each other's papers. They will then begin working on making any corrections.

Day 9- Students will begin putting the final touches on their magazine

Day 10- the final draft of the magazine will be due.

Planning the Lesson


Teacher Calendar

MAYM T W T F S S

1 2 3 4 5 6

7 8Fraction

Overview/ begin process

logs

9Pattern Block

worksheet

10Adding and Subtracting

fractions

11Multiplying and dividing

fractions

12Webquest

13

14 15Check those

Facts strategy/work in computer

lab

16Work in

computer lab

17First Draft

duePeer Editing

18Work in

computer Lab

19Final

Project Due!

20

21 22 23 24 25 26 27

28 29 30 31

Student Calendar

MAYM T W T F S S

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15work in

computer lab

16Work in

computer lab

17First Draft

due!Peer Editing

18Work in

computer Lab

19Final

Project Due!

20

21 22 23 24 25 26 27

28 29 30 31

It's time to get creative!

Your Assignment:

You work as an accomplished writer for a food magazine specializing in food from cultures all over the world. You are going to be designing one page out of the magazine.

You are going to pick one culture from around the world and research the food of that culture as well as the customs that the culture has surrounding the food. You are then going to find a recipe that the culture you have chosen would eat. This assignment is going to be for two of your classes: Mr. Rossi's social studies class and Ms. Koeller's math class

Your magazine page will include the following:

A two paragraph description of the food that your culture eats as well as any customs surrounding the food of the culture. This section will be graded by Mr. Rossi.

A recipe featuring the food of the culture that you have chosen. The recipe must be modified to feed a total of 25 people. this will allow you to put those fraction skills we have been working so hard on into work. You will also be turning in a copy of the original recipe you used to make your calculations. The original recipe will NOT be on your magazine page.

A photo or drawing of the food/customs that the culture has. Creativity. The rest of the school will be looking at your magazine page.

Once all of the magazine pages are turned in we will be putting the entire magazine together and distributing it to all of the students in the school.

Remember. Have fun with this assignment and be creative!

Ms. Koeller

Food and Culture Magazine Assignment

Schedule:

May 15- Begin work in the computer lab

May 16- Continue research

May 17- first draft due! Bring an

Pre-algebraMr. Rossi

social studies

Schedule:

May 15- Begin work in the computer lab

May 16- Continue research

May 17- first draft due! Bring an

Food and Culture Magazine Rubric

Ms. Koeller and Mr. Rossi

Spring 2010

Good1

Average5

Outstanding10

Comments

Creativity Magazine has no color or

images on it; just typed

Magazine is colorful but

has no images on it

Magazine page is

colorful, and includes images

Well Written Has many errors in grammar,

punctuation, and spelling

A few errors in grammar, punctuation, and spelling

Little to no errors in grammar,

punctuation or spelling

Content of written portion

Descriptions of food are

missing or are inaccurate

Discusses either the

food or the customs but

not both

Fully discusses the food of the culture and the customs pertaining to

itRecipe

CalculationsCalculations are incorrect

Most calculations are correct

but some are not

simplified.

All calculations are correct,

and all fractions are simplified

Total 40 Points Possible

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