Kindergarten ~ My Double Ten-Frame Riddle
Title:My Double Ten-Frame Riddle
Grade level: Kindergarten
Objectives:
Students will be able to represent numbers between 11-19 by using double-ten frame cards.
Students will be able to use math vocabulary to describe the number they choose.
Students will be able to understand the place value of ones and tens.
Common Core Standard: Workwith numbers 11-19 to gain foundations for place value. K.NBT1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (e.g. 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Materials:
Double ten frames
My Double Ten-Frame Riddle recording sheets
Pencils
Index Cards
Counters
Unfix Cubes
Place value graphic organizer sheets
Word Bank
more than
less than
greater than
counters
skip count
fewer than
odd number
even number
full row
Procedure:
1) Begin the lesson by reviewing the ten-frame.
2) Introduce the double ten-frame.
3) Have the students practice by taking turns between partners on solving each other riddles.
4)Have manipulatives available because the students are going to review their place value understanding.
5) Make sure they start out with problems that review numbers 0-10. Then have them move to 11-19.
6) Students will be able to use the manipulatives (counters) as a guide to help.
7) Once the students have received enough time, go over some problems on the worksheet as a review to make sure everyone is on the same page!
8) The students will work on this activity with a partner.
9) I will explain to the students what they will be doing.
The students will first choose a number between 10 and 20. Draw that number of counters on the double ten-frame.
Cover the double ten-frame with an index card.
Write four clues to describe the number of counters that you drew on the double ten-frame. They will use the vocabulary in the word bank to help them.
Once they check to see if the riddle fits the number they chose then they can try their double-ten framed riddle with their partner.
After the students’ partner gives an answer lift the flap so that she/he can check to see if the answer is correct.
10) Allow enough time for students to complete enough problems and participate in solving the riddles.
11) Once the students’ have finished and were able to write and solve a few riddles we will regroup and share our different riddles we came up with as a
class.
12) We will then review the numbers 11-19. We will do this by using a place value graphic organizer.
I will show them different numbers with manipulatives and ask them how many ones and tens there are.
Then we will look at numbers just written and discuss how many ones and tens there are.
Assessment:
To start out I will walk around while they are completing their riddles I will ask them different questions verbally about what vocabulary words they are going to use to describe their number. I will also have a check list with me to assess where each student is at with their understanding of the numbers 11-19 by using double-ten frame cards. Once I have an understanding of where the majority of the students are at I can look at what I need to go over with the class and explain better or in a different way. I will also ask the students many questions to make sure the students feel comfortable and I will make sure that the students are communicating with me and their partners during the activity. Along with the riddles that the children fill out during this activity they will also be filling out a place value graphic organizer, which I will collect to make sure they are understanding ones and tens. The students will complete the worksheet by writing in how many ones and tens there are in the numbers that they created throughout their riddle work sheet.
Differentiation:
Lower Level Students
For the students that learn better with hands on manipulatives they would be able to use counters or unfix cubes, etc.
Higher Level Students
For students that are more advanced, they can add on another ten-frame to make the riddles more challenging for them by using bigger numbers.
Integration Activities:
Place value could be integrated into language arts by creating a story in this activity from the riddle sentences that they have created and they could share them in a booklet. Another way you could tie this into language arts is by connecting to their vocabulary unit. It would be a great way to connect to the students’ vocabulary unit and have them learn math vocabulary to help them understand better. It would also be a way for the teacher to evaluate if the students are following the concepts in the two different subjects and making the connection between the two.
Lesson Justification:
It is important that children learn the numbers 11-19 because understanding place value develops over several grades, helping children to compare and operate with numbers. In kindergarten it is key for the students to start to comprehend place value because it is a visible component that continues to extend when learning adding, subtracting, multiplying, and dividing larger numbers. Children must make sense of numbers and the ways in which numbers are used in and out of school and this activity and lesson will help them grasp the concept of the numbers 11-19 throughout place value. This activity will have the actively participating and working with partners to stay engaged. It will also help them start to make connections between the numbers 11-19 and what place value is. This supports learning for understanding because it will be reviewing the numbers and having the students explain what number they chose and what math vocabulary words they chose to describe their number. When the lessons are more students centered, the students take control and will learn more from the other students rather than the teacher using direct instruction.
Grade level: Kindergarten
Objectives:
Students will be able to represent numbers between 11-19 by using double-ten frame cards.
Students will be able to use math vocabulary to describe the number they choose.
Students will be able to understand the place value of ones and tens.
Common Core Standard: Workwith numbers 11-19 to gain foundations for place value. K.NBT1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (e.g. 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Materials:
Double ten frames
My Double Ten-Frame Riddle recording sheets
Pencils
Index Cards
Counters
Unfix Cubes
Place value graphic organizer sheets
Word Bank
more than
less than
greater than
counters
skip count
fewer than
odd number
even number
full row
Procedure:
1) Begin the lesson by reviewing the ten-frame.
2) Introduce the double ten-frame.
3) Have the students practice by taking turns between partners on solving each other riddles.
4)Have manipulatives available because the students are going to review their place value understanding.
5) Make sure they start out with problems that review numbers 0-10. Then have them move to 11-19.
6) Students will be able to use the manipulatives (counters) as a guide to help.
7) Once the students have received enough time, go over some problems on the worksheet as a review to make sure everyone is on the same page!
8) The students will work on this activity with a partner.
9) I will explain to the students what they will be doing.
The students will first choose a number between 10 and 20. Draw that number of counters on the double ten-frame.
Cover the double ten-frame with an index card.
Write four clues to describe the number of counters that you drew on the double ten-frame. They will use the vocabulary in the word bank to help them.
Once they check to see if the riddle fits the number they chose then they can try their double-ten framed riddle with their partner.
After the students’ partner gives an answer lift the flap so that she/he can check to see if the answer is correct.
10) Allow enough time for students to complete enough problems and participate in solving the riddles.
11) Once the students’ have finished and were able to write and solve a few riddles we will regroup and share our different riddles we came up with as a
class.
12) We will then review the numbers 11-19. We will do this by using a place value graphic organizer.
I will show them different numbers with manipulatives and ask them how many ones and tens there are.
Then we will look at numbers just written and discuss how many ones and tens there are.
Assessment:
To start out I will walk around while they are completing their riddles I will ask them different questions verbally about what vocabulary words they are going to use to describe their number. I will also have a check list with me to assess where each student is at with their understanding of the numbers 11-19 by using double-ten frame cards. Once I have an understanding of where the majority of the students are at I can look at what I need to go over with the class and explain better or in a different way. I will also ask the students many questions to make sure the students feel comfortable and I will make sure that the students are communicating with me and their partners during the activity. Along with the riddles that the children fill out during this activity they will also be filling out a place value graphic organizer, which I will collect to make sure they are understanding ones and tens. The students will complete the worksheet by writing in how many ones and tens there are in the numbers that they created throughout their riddle work sheet.
Differentiation:
Lower Level Students
For the students that learn better with hands on manipulatives they would be able to use counters or unfix cubes, etc.
Higher Level Students
For students that are more advanced, they can add on another ten-frame to make the riddles more challenging for them by using bigger numbers.
Integration Activities:
Place value could be integrated into language arts by creating a story in this activity from the riddle sentences that they have created and they could share them in a booklet. Another way you could tie this into language arts is by connecting to their vocabulary unit. It would be a great way to connect to the students’ vocabulary unit and have them learn math vocabulary to help them understand better. It would also be a way for the teacher to evaluate if the students are following the concepts in the two different subjects and making the connection between the two.
Lesson Justification:
It is important that children learn the numbers 11-19 because understanding place value develops over several grades, helping children to compare and operate with numbers. In kindergarten it is key for the students to start to comprehend place value because it is a visible component that continues to extend when learning adding, subtracting, multiplying, and dividing larger numbers. Children must make sense of numbers and the ways in which numbers are used in and out of school and this activity and lesson will help them grasp the concept of the numbers 11-19 throughout place value. This activity will have the actively participating and working with partners to stay engaged. It will also help them start to make connections between the numbers 11-19 and what place value is. This supports learning for understanding because it will be reviewing the numbers and having the students explain what number they chose and what math vocabulary words they chose to describe their number. When the lessons are more students centered, the students take control and will learn more from the other students rather than the teacher using direct instruction.
my_double_ten-frame_riddle_worksheet.pdf | |
File Size: | 125 kb |
File Type: |
place_value_graphic_organizer.pdf | |
File Size: | 68 kb |
File Type: |
1st Grade ~ Marshmallow Math
Title: Marshmallow Math
Grade level: 1st grade
Objectives:
Students will be able to demonstrate 10 ones are 1 ten by correctly grouping manipulatives.
Students will be able to represent two digit numbers using manipulatives and a place-value mats.
Students will be able to read and write two digit numbers.
Common Core Standards Addressed: Understand Place Value
Understand that the two digits of a two-digit number represent amounts of tens and ones.
a. 10 can be thought of as a bundle of ten ones- called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10,20,30,40,50,60,70,80,90 refer to one, two, three, four ,five, six, eight, or nine tens (and 0 ones).
Materials:
Marshmallows
Stirring Straws
Fruit Loops ( sorted by colors)
Place Value Cards/Mat
Worksheets
White board
Manipulatives (cubes, rods, flats)
PowerPoint slide/Poster
Red Fruit Loops= ones
Orange Fruit Loops= tens
Yellow Fruit Loops= hundreds
Procedure:
1) First I will go over the ones, tens, and hundreds place. I will show them a number in the different place values and explain the where the ones, tens, and hundreds places are.
2) I will show the students what a couple numbers look like with the fruit loops, as well as what they look like with the cubes, rods, and/or flats.
3)We will start with small numbers to begin with so that the students understand that 0-9 can all be in the ones place.
4) Then I will give a few examples with the numbers 11-19 and explain that they are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
5)I will then explain that we look at the one, two, three, four ,five, six, eight, or nine in the tens place and the 0 is always in the ones place when the numbers are; 10,20,30,40,50,60,70,80,90.
6) If you have any advanced students they may be able to start to work on the hundreds place.
7) Show them how to group ten items into one bundle. I will explain to the students that 10 ones (red fruit loops= ones) equal a bundle of ten (orange fruit loop= a rod).
8) Then I will show them with the marshmallow place holders on the place value mat and review the place values.
9) I will explain to the students:
one red fruit loop= one
two red fruit loops=two.
ten red fruit loops= a ten (rod)
10) Then they will work on grouping ones (red fruit loops) and making them into one bundle (one orange fruit loop). I will ask the students what the number 20 looks like with fruit loops (which are two orange fruit loops). Then I will ask them to show me 12 fruit loops and ask them how many tens there are and how many ones there are (they should have 1 red & 2 orange fruit loops).
11) The students will do 5 problems with me and then continue doing problems on their own or with a partner (10 problems).
12) Then we will go over different numbers and read them out loud so that they understand that 25 is not read out loud as 2 and five but as twenty-five.
13) Then they will get the chance to work with a partner to create different numbers with their fruit loops on their marshmallow place value holders. This will give me an opportunity to circulate the room and asses each students’ progress.
14) Once they feel confident with making different numbers and understanding the place value, they will get to practice with a worksheet.
15) They will use their marshmallow place value holders to help them with the worksheet, as well as fruit loops or cubes, rods, and flats.
16)This is when I will circulate and ask the students questions to show me the number on their place value holders, as well as observe them while they are working on their worksheets.
Assessment: I will assess them by observing the students and ask them questions about what number is in the ones, tens, and/or hundreds places. Another way that I can make sure they understand place value is by individually assessing them and keeping a checklist on all the students. I will pull the students aside one at a time and ask the children to show me different numbers on the place value holders, write the numbers out, and read it aloud to me. I will also give them fruit loops or cubes (whatever they want to work with) and ask them to make as many groups (bundles) of tens as they can.
Differentiation:
Higher Level Students: You can give the students problems that they have to numerical write.
For example: Two tens and five ones =25
Eight tens and seven ones = 87
They may also be able to move onto working with the hundreds place.
Give them higher numbers to work with (341)
Lower Level Students: The students will be able to use manipulatives to help them with understanding place value.
Integration Activities: (Technology)
Integrate using the SmartBoard by writing different numbers on the board and discussing place value. For example, write the number 24 on the SmartBoard, then ask the students to say the number out loud together. Ask the students what the “2” and “4” stand for? Then write the value of each digit under the number. These numbers need to line up so each number is in the right place value. I will then write the number 24 again and this time I’ll cross out the number 4 and ask the students if it is the same number. We will then talk about how each number holds a place, and you can’t just take one number away. Then they will get the chance to write out their numbers and break them apart on their own. I can then circulate, check their work, and talk about place value with each student.
Lesson Justification:
Our place-value system is a difficult concept for children to grasp. Children need to learn to make groups of ten items as a bundle of 10 ones called a "ten". This introductory lesson will help first graders understand this concept by using items the children are familiar with and comfortable handling. The students will model to other students and practice by completing the different problems in the activty. This is a great way for the students to actively participate throughout the lesson and help them stay engaged. The students will also be communicating during the entire lesson by discussing their answers and thoughts to their partners, as well as to me. This is a great way for the students to gain a better understanding of place value.
Wrap-up: Review place value
Write a 4 in the tens place. Write a 1 in the ones place. Ask: What number did you build? 41
Write a 2 in the tens place. Write a 5 in the ones place.Ask what number did you build? 25
Check to see if student have the correct numbers.
2nd Grade ~ Base 10 Concentration
Grade Level: 2nd
Title: Base Ten Concentration
Objectives:
The students will be able to demonstrate their knowledge of place value, including the ones, tens and hundreds place, by placing their numbered cards in the correct location on their Place-Value Mats and by matching corresponding cards in the game Base Ten Concentration.
Common Core Standards Addressed:
2.NBT1a : Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens – called a “hundred.”
Materials:
“How many tens are in this number?”
“How many ones are in this number?”
Games rules: With a partner, place the Base Ten Concentration cards facedown on the table in two rows of ten
Take turns turning over two cards to look for a matching pair
Keep the cards if they match. If the two cards do not match turn them facedown again
Keep playing until all pairs of cards have been found
Gear down: Write the number on a Place-Value Mat if they are having difficulty understanding the base-10 blocks. Give students smaller numbers to work with on the challenge problems.
Gear Up: Do not show students a visual representation of the number; tell them a number, and have them display their cards in the corresponding space on their Place-Value Mat. Students could display and model 4-digit number using a thousands cube. Use larger, more difficult numbers for the challenge problems.
Integration Activities:
The numbers used in the activities could be integrated into a language arts activity by having them create stories based on those numbers.
Lesson Justification:
Title: Base Ten Concentration
Objectives:
The students will be able to demonstrate their knowledge of place value, including the ones, tens and hundreds place, by placing their numbered cards in the correct location on their Place-Value Mats and by matching corresponding cards in the game Base Ten Concentration.
Common Core Standards Addressed:
2.NBT1a : Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens – called a “hundred.”
Materials:
- Place value mats for each student
- Base 10 blocks
- Base 10 projector blocks or online Base Blocks (located at http://nlvm.usu.edu/en/nav/category_g_1_t_1.html)
- 2 sets of Base Ten Concentration game cards
- Challenge problem worksheet
- Procedure:
- Show students 10 longs, and ask them what they represent
- Review hundreds, tens, and ones place by displaying a number using base 10 blocks to the class. Students will place their number cards in the correct slot on their Place-Value Mats. Ask students:
“How many tens are in this number?”
“How many ones are in this number?”
- Have class read the number aloud to ensure they are saying the number correctly.
- Repeat a few times with different numbers. Be sure to include at least one number with a zero in the tens or ones place.
- Explain to students that they are going to play the game Base Ten Concentration.
Games rules: With a partner, place the Base Ten Concentration cards facedown on the table in two rows of ten
Take turns turning over two cards to look for a matching pair
Keep the cards if they match. If the two cards do not match turn them facedown again
Keep playing until all pairs of cards have been found
- Hand out challenge problem for students to work on in pairs, or independently.
- Have students share their strategies to solve the problem. If needed, allow student to use manipulatives and or/whiteboard to help demonstrate their strategy.
- The teacher will ask questions during the opening activity and observe students to check for understanding as they choose where to place their number cards on their place value mats.
- The teacher will observe students as they play “Base Ten Concentration” to ensure they are matching the cards correctly.
- The teacher will observe students as they work on the Challenge problem, and ask questions to better understand their thought process.
- The teacher will use a checklist to keep track of students who understand concepts, and students who may need help understanding concepts.
Gear down: Write the number on a Place-Value Mat if they are having difficulty understanding the base-10 blocks. Give students smaller numbers to work with on the challenge problems.
Gear Up: Do not show students a visual representation of the number; tell them a number, and have them display their cards in the corresponding space on their Place-Value Mat. Students could display and model 4-digit number using a thousands cube. Use larger, more difficult numbers for the challenge problems.
Integration Activities:
The numbers used in the activities could be integrated into a language arts activity by having them create stories based on those numbers.
Lesson Justification:
- Problem Solving is a skill all students need to develop. The challenge problem that is included in this lesson gives students the opportunity to practice their problem solving skills.
- Students justify their answers and thinking process while working on the challenge problem. Students are given the opportunity to demonstrate using proper tools (white board, manipulatives) to justify their answers.
3rd Grade ~ Understanding to Round Whole Numbers
Grade Level: 3rd Grade
Topic: Place Value
Lesson Plan Title: Understanding to Round Whole Numbers
Objectives of the lesson: Students will be able to correctly round whole numbers to the nearest 10 or 100 by completing the place value squares game with their partner.
Common Core Standard:
3. NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
Materials:
· Unifix cubes
· White squares of paper
· Blue squares of paper
· Red squares of paper
· Paper
· Markers
· Whiteboard
· Whiteboard marker
· 1s,10s,100s chart
Procedure:
1. I will first introduce to the students what our topic and objective is.
2. I will ask the students if they know what rounding is. I will explain that we use rounding in our everyday life!
3. Have students brainstorm a list of ways that we do use rounding in our lives. Make a list on the whiteboard so students can visually see the ideas.
a. Example: If I was at the store and I wanted to buy a toy for $16 and some gum for $2, how much cash should I be sure to have in my pocket?
b. Example: If I was buying mulch and I bought 4 bags that each weighed 48 pounds, about how many pounds of mulch did I buy?
4. Ask students to tell the group what they know about rounding. If students are accurate praise them. If some of their ideas are a little off redirect them to have them come up with a more correct way to round. Use the whiteboard as a visual for students when rounding the numbers.
5. Students will pair up in partners for the next activity. Students will count off to find out who their partner is.
6. Have students move so they are now sitting next to their partner.
7. Each pair of students will receive 9 squares of white paper, 9 squares of blue paper, and 9 squares of red paper.
8. Each student will receive 3 unfix cubes as well, one for the 10s, 100s, and 1000s place. Students will lay these out on the desk in front of them as a guide to which each color represents. Each color represents one of the following 10s, 100s, or 1000s place.
9. Students will take turns making different combinations of the colored squares for their partner. The colored squares will represent a number.
10. They will then read the number aloud and then add or subtract squares to the pile to round the number to the nearest whole 10s. Their partner will then check them.
11. Students will place the cubes on the chart which has a column for each place (1s column, 10s column, and 100s column) to represent the rounded number.
12. After the students have done this activity for about 10 minutes they will then be able to move onto the next activity.
13. Students will each write down 5 of the numbers they are given and the number they rounded to within the activity.
14. Students will be able to go online to the following website to test their place value skills. This site will allow students to check their understanding of the ones, tens, and hundreds place.
<a href="http://www.softschools.com/quizzes/math/place_value_and_expanded_notation/quiz677.html">Place value and expanded notation</a>
15. As a group we will all come back together then and talk about what everyone had learned today working with their partners.
Assessment:
Sheets will be collected from each group that they recorded on during their partner squares activity. As the teacher I will be able to look at the numbers the partner was giving their peer and also if the peer was able to correctly round the number they were given.
Differentiation:
Topic: Place Value
Lesson Plan Title: Understanding to Round Whole Numbers
Objectives of the lesson: Students will be able to correctly round whole numbers to the nearest 10 or 100 by completing the place value squares game with their partner.
Common Core Standard:
3. NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
Materials:
· Unifix cubes
· White squares of paper
· Blue squares of paper
· Red squares of paper
· Paper
· Markers
· Whiteboard
· Whiteboard marker
· 1s,10s,100s chart
Procedure:
1. I will first introduce to the students what our topic and objective is.
2. I will ask the students if they know what rounding is. I will explain that we use rounding in our everyday life!
3. Have students brainstorm a list of ways that we do use rounding in our lives. Make a list on the whiteboard so students can visually see the ideas.
a. Example: If I was at the store and I wanted to buy a toy for $16 and some gum for $2, how much cash should I be sure to have in my pocket?
b. Example: If I was buying mulch and I bought 4 bags that each weighed 48 pounds, about how many pounds of mulch did I buy?
4. Ask students to tell the group what they know about rounding. If students are accurate praise them. If some of their ideas are a little off redirect them to have them come up with a more correct way to round. Use the whiteboard as a visual for students when rounding the numbers.
5. Students will pair up in partners for the next activity. Students will count off to find out who their partner is.
6. Have students move so they are now sitting next to their partner.
7. Each pair of students will receive 9 squares of white paper, 9 squares of blue paper, and 9 squares of red paper.
8. Each student will receive 3 unfix cubes as well, one for the 10s, 100s, and 1000s place. Students will lay these out on the desk in front of them as a guide to which each color represents. Each color represents one of the following 10s, 100s, or 1000s place.
9. Students will take turns making different combinations of the colored squares for their partner. The colored squares will represent a number.
10. They will then read the number aloud and then add or subtract squares to the pile to round the number to the nearest whole 10s. Their partner will then check them.
11. Students will place the cubes on the chart which has a column for each place (1s column, 10s column, and 100s column) to represent the rounded number.
12. After the students have done this activity for about 10 minutes they will then be able to move onto the next activity.
13. Students will each write down 5 of the numbers they are given and the number they rounded to within the activity.
14. Students will be able to go online to the following website to test their place value skills. This site will allow students to check their understanding of the ones, tens, and hundreds place.
<a href="http://www.softschools.com/quizzes/math/place_value_and_expanded_notation/quiz677.html">Place value and expanded notation</a>
15. As a group we will all come back together then and talk about what everyone had learned today working with their partners.
Assessment:
Sheets will be collected from each group that they recorded on during their partner squares activity. As the teacher I will be able to look at the numbers the partner was giving their peer and also if the peer was able to correctly round the number they were given.
Differentiation:
- If students are not working with a partner efficiently enough the teacher can hand the student a sheet with pre written numbers on it. The student can then independently move the squares into piles and record the number they rounded to independently
- If students are struggling with this concept squares can be subtracted from the group to make the numbers smaller and mentally easier for the students.
- For students who are excelling, a thousands place can be taught to the students and they can practice rounding with another digit added.
- In science you need to round when doing measurements. Smaller children use measuring cups with only a few lines on them. If the science problem said you need 1.20 cups of water the child would need to round either up or down to the closest line. This may happen in an experiment when a child is measuring how much water will a paper towel hold until it breaks. Students can measure out the water before they drop it on. They can then subtract the amount they have used. Students may need to round the numbers to be able to answer how much water they used.
- In science when you are talking about people or animals and how many are needed or were used it is important to teach children there cannot be half a person or animal. Therefore children would need to round since you cannot say half of a dog. That is not a realistic answer to give.
- Rounding can be used in history when talking about dates. In Social Studies the topic of rounding can be addressed. In math word problems could be created using history as the main idea in the problem.
- Important mathematics
- Rounding occurs in many math problems, as it is a key concept. As students progress in the mathematical process they will need to know how to round. Students will eventually begin getting longer answers therefore needing to be able to round their answers. In the lesson students learn how to properly round numbers.
- Communication about mathematics
- When students are talking about math knowing how to discuss rounding is a key concept. They need to be able to have the correct terminology and have had experience with the concept. Knowing what the true representations are of the 1s, 10s, and 100s place is key. Throughout the lesson students will practice speaking with math language.
- Real life concepts
- Students will begin to round in their everyday lives. When students go to the store, are estimating, or doing other day activities. It is important that they do know how to round when paying for things as well. Rounding has become a part of peoples everyday lives whether they realize they are rounding or not. This is an important life concept for students to understand. Some of the practice problems within this lesson are problems and examples of real life situations.
4th Grade ~ Place Value In Multi-Digit Numbers
Grade Level: Fourth Grade
Topic: Place Value
Lesson Plan Title: Place Value In Multi-Digit Numbers
Objective: Students will be able to understand how to recognize that an in multi-digit number, the digit in the ones place represents ten times what it represents in the place to its right.
Common Core Standard:
4.NBT
1. Generalize place value understanding for multi-digit whole numbers.
Materials Needed:
Dry Erase Board
Dry Erase Board Marker
Paper cut out triangles (with problems on front side, answers on back.)
Procedure:
1. Introduce to the students that today we will be learning about how to recognize that in a multi-digit number, a digit in the ones place represents ten times what it represents in the place to the right.
2. I will write a couple problems on the board for the students EX: 70/7= ??? (10) and 700/70=??? (10). After the students see the problems, I will ask them to come up with their own ways to find the correct answer.
3. Then I will have a couple students come up and show me the way they found the answer. After a few people write their ways on
the board, I will ask if anyone else has a way that they found the answer.
4. Now I will write the students questions on the board such as 90/10 and 900/100. After the questions are written on the board, I will once again ask the students to come up with their own ways to find the correct answers.
5. Like step 3, I will ask for a couple volunteers to come to the board and write down their ways on how they found the correct answers for the two problems.
6. We as a class will take a look at the multiple ways students came up with the answers from step 2 and step 4. I will explain that we could use the method of grouping numbers together such as ten groups of 7 equals 70, so 70/7 is 7. Other methods we could talk about are multiplication, adding, and division. We could add up sevens until we come up with 70, and then count how many sevens we have, and we would have an answer of 10. Or another method or way a student may use is guess and check, and could possibly keep guessing until they come to 7x10 which equals 70.
7. Now I will split the class into even groups and give each group ten triangles. On the triangles, there will be questions such as the ones I wrote on the
board. There will be different numbers for each triangle. Groups will answer the questions on the triangles. Once each group has finished with their
triangles, they will sit quietly and wait for the other groups to finish.
8. After everyone is finished they can look on the other side of the triangles for the correct answers.
9. To close out the lesson I will ask the students to design their own division triangles like the ones I gave them during class. They will all get a chance to show group members their triangles and why the picked the questions they did.
10. Closing out the lesson, I will hand each student in the class a 10 question worksheet in which will help me assess them and see if they understood the lesson today or if they need more work.
Assessment:
Each student in the class will answer a 10 question worksheet that has examples of the questions we learned in class today. It will give me a better understanding on which students understood the lesson, and which ones didn’t.
Differentiation:
If there are students in my class that are higher learning level, then I will give them different types of questions. More than likely, I will give them bigger numbers in their questions which would make them think more. If I have lower learning level students, I don’t want to make the lesson too easy, because I want them to be challenged and use problem solving skills. Lower learning level students will get easier questions than the higher level learners, but they will also have me there to answer any questions they may have. That goes the same for the higher level learners as well.
Possible Integration Activities:
One way I could possibly integrate this lesson is with history. You could use a topic such as the population size of one country and the size of another. Could ask how many times more is so and so if their population is 100,000 and so so is 10,000. It would be 10 times bigger. Could also do that with sizes of army, if you are currently talking about a war in your history lesson.
Lesson Justification:
This lesson is supposed to help students understand basic methods on division and place value. The lesson is also suppose to help students find strategies or ways to find the correct answer for a division problem, whether it is guess and check, multiplication, grouping, or dividing. I think having students come up with their own ways is a lot better than trying to teach them one way or two ways. If students find out how to do the problem by grouping or adding or guess
and check, then allow them to do that, because that is how some students figure out division. The lesson clearly shows support towards student understanding because as a teacher I am asking students how they found the answers in their own ways, and then taking those ways and building off them, because that is how they understand division best.
Topic: Place Value
Lesson Plan Title: Place Value In Multi-Digit Numbers
Objective: Students will be able to understand how to recognize that an in multi-digit number, the digit in the ones place represents ten times what it represents in the place to its right.
Common Core Standard:
4.NBT
1. Generalize place value understanding for multi-digit whole numbers.
Materials Needed:
Dry Erase Board
Dry Erase Board Marker
Paper cut out triangles (with problems on front side, answers on back.)
Procedure:
1. Introduce to the students that today we will be learning about how to recognize that in a multi-digit number, a digit in the ones place represents ten times what it represents in the place to the right.
2. I will write a couple problems on the board for the students EX: 70/7= ??? (10) and 700/70=??? (10). After the students see the problems, I will ask them to come up with their own ways to find the correct answer.
3. Then I will have a couple students come up and show me the way they found the answer. After a few people write their ways on
the board, I will ask if anyone else has a way that they found the answer.
4. Now I will write the students questions on the board such as 90/10 and 900/100. After the questions are written on the board, I will once again ask the students to come up with their own ways to find the correct answers.
5. Like step 3, I will ask for a couple volunteers to come to the board and write down their ways on how they found the correct answers for the two problems.
6. We as a class will take a look at the multiple ways students came up with the answers from step 2 and step 4. I will explain that we could use the method of grouping numbers together such as ten groups of 7 equals 70, so 70/7 is 7. Other methods we could talk about are multiplication, adding, and division. We could add up sevens until we come up with 70, and then count how many sevens we have, and we would have an answer of 10. Or another method or way a student may use is guess and check, and could possibly keep guessing until they come to 7x10 which equals 70.
7. Now I will split the class into even groups and give each group ten triangles. On the triangles, there will be questions such as the ones I wrote on the
board. There will be different numbers for each triangle. Groups will answer the questions on the triangles. Once each group has finished with their
triangles, they will sit quietly and wait for the other groups to finish.
8. After everyone is finished they can look on the other side of the triangles for the correct answers.
9. To close out the lesson I will ask the students to design their own division triangles like the ones I gave them during class. They will all get a chance to show group members their triangles and why the picked the questions they did.
10. Closing out the lesson, I will hand each student in the class a 10 question worksheet in which will help me assess them and see if they understood the lesson today or if they need more work.
Assessment:
Each student in the class will answer a 10 question worksheet that has examples of the questions we learned in class today. It will give me a better understanding on which students understood the lesson, and which ones didn’t.
Differentiation:
If there are students in my class that are higher learning level, then I will give them different types of questions. More than likely, I will give them bigger numbers in their questions which would make them think more. If I have lower learning level students, I don’t want to make the lesson too easy, because I want them to be challenged and use problem solving skills. Lower learning level students will get easier questions than the higher level learners, but they will also have me there to answer any questions they may have. That goes the same for the higher level learners as well.
Possible Integration Activities:
One way I could possibly integrate this lesson is with history. You could use a topic such as the population size of one country and the size of another. Could ask how many times more is so and so if their population is 100,000 and so so is 10,000. It would be 10 times bigger. Could also do that with sizes of army, if you are currently talking about a war in your history lesson.
Lesson Justification:
This lesson is supposed to help students understand basic methods on division and place value. The lesson is also suppose to help students find strategies or ways to find the correct answer for a division problem, whether it is guess and check, multiplication, grouping, or dividing. I think having students come up with their own ways is a lot better than trying to teach them one way or two ways. If students find out how to do the problem by grouping or adding or guess
and check, then allow them to do that, because that is how some students figure out division. The lesson clearly shows support towards student understanding because as a teacher I am asking students how they found the answers in their own ways, and then taking those ways and building off them, because that is how they understand division best.
5th Grade ~ Dicey Place Value
Grade Level: 5th
Topic: Place Value
Lesson Plan Title: Dicey Place Value
Objectives of the Lesson: The students will be able to correctly explain the relationship of the number to the left and right of a place value by completing the place value chart and by verbally responding.
Common Core Standard: Numbers and Operations in Base Ten 5.NBT
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Materials:
· 2 Large Dice
· Small Dice (one per child)
· Place Value Charts/Questions on the back
· Pencils
· Board
· Markers
· Elmo Projector (optional)
Procedure:
1. Introduce the object to the students so they know what they will be doing and working towards.
2. I will ask the students if they know what the difference between the different place values are.
3. Have the student’s pair and share their answers with each other, as the teacher walk around and listen for the student’s answers.
4. Based on the classes answers discuss with the class that the digit in the one place represents 10 times as much as it represents in the place to its right.
5. Ask the students to expand on it then, what would the hundreds place be 10 more than?
6. Give each student a place value chart for the next part of the lesson.
7. Have a set of die that can be used on an Elmo projector otherwise large dice so all students are able to see them.
8. Explain to the class that we are going to play a game. Students vs. teacher and then eventually they can play against their peers. The game is that everyone has a place value chart. A number is rolled on the dice and then that team needs to decide where to place the number. The goal is to try to have the highest number.
9. First have the teacher roll the dice, the teacher will then take his or her number and place the number in the place value chart where they believe this number is best suited.
10. One student in the class may come up and roll for the other team when. They will show the number to their classmates. Each student will then write that number down on their chart where they believe it is best suited.
11. This process will continue until one line on their chart is filled out and each team has a complete number.
12. The teacher will then read their number to the class and ask if any student has a higher number than that. If a student believes that they do they should raise their hand and say the number aloud.
13. In order for their team to receive the point if they win, they need to explain why the number is larger than the teachers. They should incorporate that the digit in the one place represents 10 times as much as the place to its right and 1/10 of what it represents in the place to its left.
14. Continue the game for multiple games until students are grasping the concept. Once students are grasping the concept have them partner up and do the activity in just partners. By allowing students to later do the activity in just partners will allow them the opportunity to explain and justify their answer more often because they will hopefully be winning more than when playing the class game.
Assessment:
On the back of the place value worksheet incorporate questions that students need to answer when they are done playing the game with their partner. This will also be a nice activity for students to be able to be doing something when they complete the game with their partner. Students will answer questions on the back that allow the teacher to assess what they really learned from this activity and lesson. Were students able to fully grasp the concept that the number to the right of the ones place is 10 times as much where the number to its left is 1/10 of what it represents.
Differentiation:
Place value could be integrated into history when talking about important years in history. Students could be asked a question as to why is place value important in this year. Or for the year 1842, what does the 1 to the left of the 8 represent. It would also be a way for the teacher to assess if students are grasping the concept from subject to subject.
Lesson Justification:Within this lesson students will use real life concepts. Students need to understand the concept of place value to understand numbers that occur in their everyday lives. Students will activate their background knowledge to connect place value to their everyday lives. Place value gives significance to numbers and allows the numbers to represent an amount. Throughout this lesson I will help students to understand what each number represents. By having students know the significance of a number in a specific place value will allow them to understand the importance of the number based on its size and value. Students will also use important mathematics to understand the size of numbers. As students progress throughout mathematics in their career they will need to be able to understand place value in order to learn future math concepts. Throughout the lesson students will be able to grasp which place value is greater than another and by how much. This will allow students to later succeed easier in multiplication and division problems. Throughout the lesson students will have the place value chart, which will act as a visual for them. Students will also communicate with their peers if when they are playing the game in pairs to communicate who has created the larger number.
Topic: Place Value
Lesson Plan Title: Dicey Place Value
Objectives of the Lesson: The students will be able to correctly explain the relationship of the number to the left and right of a place value by completing the place value chart and by verbally responding.
Common Core Standard: Numbers and Operations in Base Ten 5.NBT
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Materials:
· 2 Large Dice
· Small Dice (one per child)
· Place Value Charts/Questions on the back
· Pencils
· Board
· Markers
· Elmo Projector (optional)
Procedure:
1. Introduce the object to the students so they know what they will be doing and working towards.
2. I will ask the students if they know what the difference between the different place values are.
3. Have the student’s pair and share their answers with each other, as the teacher walk around and listen for the student’s answers.
4. Based on the classes answers discuss with the class that the digit in the one place represents 10 times as much as it represents in the place to its right.
5. Ask the students to expand on it then, what would the hundreds place be 10 more than?
6. Give each student a place value chart for the next part of the lesson.
7. Have a set of die that can be used on an Elmo projector otherwise large dice so all students are able to see them.
8. Explain to the class that we are going to play a game. Students vs. teacher and then eventually they can play against their peers. The game is that everyone has a place value chart. A number is rolled on the dice and then that team needs to decide where to place the number. The goal is to try to have the highest number.
9. First have the teacher roll the dice, the teacher will then take his or her number and place the number in the place value chart where they believe this number is best suited.
10. One student in the class may come up and roll for the other team when. They will show the number to their classmates. Each student will then write that number down on their chart where they believe it is best suited.
11. This process will continue until one line on their chart is filled out and each team has a complete number.
12. The teacher will then read their number to the class and ask if any student has a higher number than that. If a student believes that they do they should raise their hand and say the number aloud.
13. In order for their team to receive the point if they win, they need to explain why the number is larger than the teachers. They should incorporate that the digit in the one place represents 10 times as much as the place to its right and 1/10 of what it represents in the place to its left.
14. Continue the game for multiple games until students are grasping the concept. Once students are grasping the concept have them partner up and do the activity in just partners. By allowing students to later do the activity in just partners will allow them the opportunity to explain and justify their answer more often because they will hopefully be winning more than when playing the class game.
Assessment:
On the back of the place value worksheet incorporate questions that students need to answer when they are done playing the game with their partner. This will also be a nice activity for students to be able to be doing something when they complete the game with their partner. Students will answer questions on the back that allow the teacher to assess what they really learned from this activity and lesson. Were students able to fully grasp the concept that the number to the right of the ones place is 10 times as much where the number to its left is 1/10 of what it represents.
Differentiation:
- For students who are visually impaired dice with brail on them can be provided for those students. It would be an easy way to incorporate them into the same game that their peers are playing.
- For students who have a hard time keeping the dice on the desk, there dice could be placed into a small Tupperware container or an old clear film canister for them to shake. This would avoid their dice bouncing off the desk and all over the floor or room.
- For students who are excelling at this game, another column can be added to their place value chart to make the game more challenging for them.
Place value could be integrated into history when talking about important years in history. Students could be asked a question as to why is place value important in this year. Or for the year 1842, what does the 1 to the left of the 8 represent. It would also be a way for the teacher to assess if students are grasping the concept from subject to subject.
Lesson Justification:Within this lesson students will use real life concepts. Students need to understand the concept of place value to understand numbers that occur in their everyday lives. Students will activate their background knowledge to connect place value to their everyday lives. Place value gives significance to numbers and allows the numbers to represent an amount. Throughout this lesson I will help students to understand what each number represents. By having students know the significance of a number in a specific place value will allow them to understand the importance of the number based on its size and value. Students will also use important mathematics to understand the size of numbers. As students progress throughout mathematics in their career they will need to be able to understand place value in order to learn future math concepts. Throughout the lesson students will be able to grasp which place value is greater than another and by how much. This will allow students to later succeed easier in multiplication and division problems. Throughout the lesson students will have the place value chart, which will act as a visual for them. Students will also communicate with their peers if when they are playing the game in pairs to communicate who has created the larger number.
6th Grade ~ Division of Whole Numbers
Grade: 6th
Title: Division of Whole Numbers
Objectives:
The students will be able to demonstrate their knowledge of dividing multi-digit numbers using the standard algorithm by watching and interacting with the Division of Whole Numbers video, and by completing the accompanying activity sheet.
Common Core Standards Addressed:
6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.
Materials:
Have students share their suggestions for solving how many each person would need to blow up.
Explain that we’re going to learn the steps for dividing whole numbers using an algorithm.
o Have volunteers share with the class their thought process while working through the problems.
o Have students come up to the SMARTBoard to perform the steps asked by the video. Students should also be doing the steps in their small groups.
o As the video is played, students should be working through the problem as well.
o Have volunteers come up to the SMARTBoard to perform the steps asked by the video. Have students explain how they came up with the various answers.
Assessment:
Gear down: Allow students access to base 10 blocks when working on activity sheet. Have students work in pairs.
Gear up: Have students work on word problems that require there to be a remainder in the answer.
Integration Activities:
Title: Division of Whole Numbers
Objectives:
The students will be able to demonstrate their knowledge of dividing multi-digit numbers using the standard algorithm by watching and interacting with the Division of Whole Numbers video, and by completing the accompanying activity sheet.
Common Core Standards Addressed:
6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.
Materials:
- Division of Whole Numbers video (http://www.learnalberta.ca/content/me5l/html/math5.html?goLesson=9)
- Base 10 Blocks
- Place Value mats
- Calculators
- Play part one of the Division of Whole Numbers video.
Have students share their suggestions for solving how many each person would need to blow up.
Explain that we’re going to learn the steps for dividing whole numbers using an algorithm.
- Play part two of the video – reviewing what each base 10 piece represents
- Play part three of the video: What is Division?
- Using base 10 blocks and place value mats have students work in pairs to solve 64/4, and 424/4.
o Have volunteers share with the class their thought process while working through the problems.
- Play part four of the video: Using Base 10 Blocks
o Have students come up to the SMARTBoard to perform the steps asked by the video. Students should also be doing the steps in their small groups.
- Play part five of the video.
- Play part six of the video.
o As the video is played, students should be working through the problem as well.
o Have volunteers come up to the SMARTBoard to perform the steps asked by the video. Have students explain how they came up with the various answers.
- Have students revisit the beginning problem (8 committee members needing to blow up 268 balloons). Have students work through the problem using the steps learned.
- Play part seven on the video to verify the answers given by students.
- Hand out activity sheets for students to work on. They may work in their small groups/partners or individually.
- When sheets are complete have students volunteer to show the class how they solved the problems.
Assessment:
- The teacher will use a checklist throughout lesson to record who may need more help, and who understands using an algorithm to divide.
- The teacher will collect the activity sheets to check for understanding.
Gear down: Allow students access to base 10 blocks when working on activity sheet. Have students work in pairs.
Gear up: Have students work on word problems that require there to be a remainder in the answer.
Integration Activities:
- Students could create their own story problems involving division.
- During a unit on the moon and gravity, students could use division to figure out how much they would weight on the moon.
- Students use their problem solving skills to work on the opening problem on the video. They also use problem solving skills when working on the last 2 problems on the activity sheet.
- Throughout the lesson students communicate and justify their answers and thought processes to the various questions on the video and asked by the teacher. Students have the opportunity to explain and share their problem solving strategies with the class.
7th Grade ~ Dividing and Multiplying Fractions
Grade Level:
Seventh Grade
Lesson Plan Title:
Dividing and Multiplying Fractions
Objective:
Students will be able to demonstrate their understanding of Multiplying and Dividing fractions by completing the Multiplication and Division worksheet.
Common Core Standard:
7.NS Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Materials Needed:
Dry Erase Board
Dry Erase Board Marker
Pencils
Paper
20 question worksheet for in class
Procedure:
1. Explain to the students that today we are going to be multiplying and dividing fractions! Ask the class who knows their multiplication facts? (Write on the board what facts they already know.)
2. Explain to students multiplying and dividing fractions is almost as easy as multiplying and dividing normal numbers, they are just in fractions!
3. Explain to the students that it is so simple that they don’t even need common denominators!
4. Have students copy down the questions that I put on the board. Example (2/5 x 3/7) have the students write it out so you’re multiplying the top and bottom (2x3 and 5x7). Students should come up with the answer of 6/35.
5. After students have an idea of basic multiplication of fractions, work them into Division!
6. Write on the board a fraction division problem for the class such as 1/6 divide by 3/4. Explain to students that the first step in dividing fractions is to take
the second fraction and flip it. (Fraction should now be 4/3.)
7. Second step is to take the fractions and multiply them, since you flipped the second fraction; it would 1x4 for the top and 6x3 for the bottom. The answer is 4/18…Now ask the students, can 4/18 be reduced to a lower fraction??? Yesss!!! It can be reduced to 2/9!
8. Explain to class that sometimes when you divide fractions, you may have an answer like 2/9 or 1/3, but sometimes you also may have a whole number answer such as 3,4,5,6, and etc.
9. Before closing out the lesson, ask students if anyone is confused or stuck with any part multiplying/dividing fractions. If so, write another
problem on the board that they are struggling with and go over it step by step with the student and the class.
10.Now that everyone has an understanding, hand out the in class worksheet, which is 10 multiplication fraction problems and 10 dividing fraction problems.
Assessment:
After class, hand each student a worksheet with different types of fraction problems. Thirty questions of adding, subtracting, multiplication, and dividing of
fractions. Hand them in next class, and ill grade them to determine who needs further review or further instruction
on the topic.
Differentiation:
For my higher learning level students, I would give them more challenging questions on their in-class worksheet. I would ask them to also come up with some of their own multiplication and division fraction problems, and hand them into me at the end of class. (They can do this throughout the lesson if they think of a problem on their own.) For my lower level learners, I would help them out step by step on the board, not intending it just for lower level learners, but the whole class. This will help lower level learners understand the topic though. Also, I will provide help to lower level learners throughout the in class assignment if they ask for help.
Possible Integration Activities:
We could use this sort of topic in history by asking students if this fraction of people voted for this candidate and this fraction voted for another candidate,
what percentage of the voters voted. (They could divide each fraction to come up with a percentage.) They could simply and say this fraction of voters voted.
Lesson Justification:
Students will use the skills they learned through the lesson to finish the take home assignment correctly. They will also be able to use multiplication and division of fractions to help them solve questions.
During the lesson, the students will be able to communicate with each other on whether it is help, or to discuss different types of strategies
that they used to solve the problem.
Seventh Grade
Lesson Plan Title:
Dividing and Multiplying Fractions
Objective:
Students will be able to demonstrate their understanding of Multiplying and Dividing fractions by completing the Multiplication and Division worksheet.
Common Core Standard:
7.NS Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Materials Needed:
Dry Erase Board
Dry Erase Board Marker
Pencils
Paper
20 question worksheet for in class
Procedure:
1. Explain to the students that today we are going to be multiplying and dividing fractions! Ask the class who knows their multiplication facts? (Write on the board what facts they already know.)
2. Explain to students multiplying and dividing fractions is almost as easy as multiplying and dividing normal numbers, they are just in fractions!
3. Explain to the students that it is so simple that they don’t even need common denominators!
4. Have students copy down the questions that I put on the board. Example (2/5 x 3/7) have the students write it out so you’re multiplying the top and bottom (2x3 and 5x7). Students should come up with the answer of 6/35.
5. After students have an idea of basic multiplication of fractions, work them into Division!
6. Write on the board a fraction division problem for the class such as 1/6 divide by 3/4. Explain to students that the first step in dividing fractions is to take
the second fraction and flip it. (Fraction should now be 4/3.)
7. Second step is to take the fractions and multiply them, since you flipped the second fraction; it would 1x4 for the top and 6x3 for the bottom. The answer is 4/18…Now ask the students, can 4/18 be reduced to a lower fraction??? Yesss!!! It can be reduced to 2/9!
8. Explain to class that sometimes when you divide fractions, you may have an answer like 2/9 or 1/3, but sometimes you also may have a whole number answer such as 3,4,5,6, and etc.
9. Before closing out the lesson, ask students if anyone is confused or stuck with any part multiplying/dividing fractions. If so, write another
problem on the board that they are struggling with and go over it step by step with the student and the class.
10.Now that everyone has an understanding, hand out the in class worksheet, which is 10 multiplication fraction problems and 10 dividing fraction problems.
Assessment:
After class, hand each student a worksheet with different types of fraction problems. Thirty questions of adding, subtracting, multiplication, and dividing of
fractions. Hand them in next class, and ill grade them to determine who needs further review or further instruction
on the topic.
Differentiation:
For my higher learning level students, I would give them more challenging questions on their in-class worksheet. I would ask them to also come up with some of their own multiplication and division fraction problems, and hand them into me at the end of class. (They can do this throughout the lesson if they think of a problem on their own.) For my lower level learners, I would help them out step by step on the board, not intending it just for lower level learners, but the whole class. This will help lower level learners understand the topic though. Also, I will provide help to lower level learners throughout the in class assignment if they ask for help.
Possible Integration Activities:
We could use this sort of topic in history by asking students if this fraction of people voted for this candidate and this fraction voted for another candidate,
what percentage of the voters voted. (They could divide each fraction to come up with a percentage.) They could simply and say this fraction of voters voted.
Lesson Justification:
Students will use the skills they learned through the lesson to finish the take home assignment correctly. They will also be able to use multiplication and division of fractions to help them solve questions.
During the lesson, the students will be able to communicate with each other on whether it is help, or to discuss different types of strategies
that they used to solve the problem.