Chris DeGonia
Subtracting Mixed Numbers with the Same Denominators
Subject: Math Date: 1/13/03
Grade: 6th
1. Hand out basic fraction subtraction sheet.
2. Ask students if they can subtract a whole number problem.
3. Demonstrate how a fraction with a same common denominator is similar to basic subtraction. Demonstrate a few problems and have them finish the page.
4. Next, show the students a mixed number problem without renaming. Show how the pie chart represents the numbers in the problem.
5. Work a few problems to demonstrate the problems.
6. Next, show a mixed number problem with renaming and use pie charts to demonstrate visually how the problem is broken down.
7. Go through the problem and break it down into steps using graphic organizer (pie, bar, charts)
8. Show a couple of problems and how to do them and then have the students work on the next sheet with renaming.
9. Walk around the room as students work on the problems.
C. Closure: Have students finish problems and hand them in. Some students may finish early so have extra things for them to do.
I. Organizing and maintaining an effective environment.
1. I feel that the physical environment does not engage all students. The arrangement of the desks in to groups has some of the students looking away from the white board, and the opportunity for them to talk to each other is too great.
2. I try to treat everyone with a climate of fairness and respect. I pulled sticks with the students number to not pick on the same students or sex of student.
3. Classroom procedure has been set by the teacher, however with her being out for a few months on maternity leave procedures need to be reestablished. When I have the opportunity to teach I try to get them to follow my procedures.
4. The procedure of using sticks in the lesson allows me to quickly go over the questions with the students. In the subtraction lesson I used pictures to demonstrate the fraction problems.
5. I tried to maintain eye contact and to have everyone focused on me as I was teaching the lesson. I found out after grading the papers on the lesson that I taught. The GATE students that decided to go ahead of me and do the problems on their own did worse than the students that watched the lesson and asked questions.
6. Another behavioral technique that I will try to use is to get the student’s to come up to the front of the room to try the problems.
II. Planning and designing instruction
7. I did not promote group responsibility because the student’s were supposed to work on the problems on their own, and to ask me for help if they had problems with the paper.
8. Instructional levels varied because of the different levels in the class, I tried graphic representation to help ELD, and students with developmental learning needs, and breaking the problems into short step-by-step instruction on how to perform the problems.
9. I felt the activities were and materials were appropriately sequenced, however, I feel that I should have started out with graphic representation first. Actually, because I did not teach the earlier parts, I would have started out with just fractions being represented by graphic representation and worked from there, because many do not know what fractions mean.
10. I modified my lesson to give visual representation with graphic depiction of the problem, and me working step by step on the problem.
III. Understanding & organizing subject matter
11. N/A
12. I felt that I had an understanding of the problems and described the process of working the problem was done pretty well. I think that the sequencing of what I did could have been better.
13. The resources that I had did an alright job, however, in my math methods class they had pizza slices that were fractions. I think that if the students saw these they would have a better understanding of fractions.
14. I feel that I adapted to the various levels in the classroom. I used graphic representation to show the students what the problem was asking and then the mathematical way the problem was solved.
15. I feel that the use of graphic representation is very appropriate for this type of lesson, my master teacher told me that more of the students got the lesson because not as many students asked for help and were able to do the problems.
16. I did not integrate the lesson into other subject areas.
VI. Engaging and supporting all students in learning
17. I feel that I kind of just gave the lesson, I did not relate the lesson to real life situations, experiences, or interests. I think that if I had graphic representations of something the students knew of like the pizza slices, they would have been more able to understand some of the concepts. Even the ELD and lower students.
18. I used various techniques such as graphic representation, scaffolding techniques to build on lessons that they had already seen.
19. I tried to demonstrate higher order thinking skills by pointing out things that the students new and how to apply them in the lesson.
20. I felt I communicated with all students in the classroom, through visual representation and going over the problems step by step and showing each step.
21. I did not students to interact with others in their learning because working with my master teacher, she wanted me to teach the lesson I did and walk around to students to see if they needed help. I would have had fewer problems to answer and then come up to me to show me their work and if they got all of them correct I would have had them help others. If they did not I would have them demonstrated how they got the answer and then show them the proper way to get the answer. Then they would have to do more problems.
V. Assessing student learning
22. I collected the papers and graded them. I could see how some of the students were doing the problems incorrectly, but some did not show their work, so I do not know how they got the wrong answer.
23. I would like to give them an opportunity to correct their papers after they saw which ones that they got wrong and then learn the steps to get the right answer and have another chance at getting them right.
24. I will use my assessment to plan my next lesson by focusing on areas that the student’s were having trouble with their work.