Lesson Plan 20

Activity Title:	Twisting with Fractions Grade Level: 4
Rationale:	Students will use and encounter fractions in their everyday lives. This lesson will allow the students to demonstrate their knowledge of all the objectives covered within this fractional unit. However, they will demonstrate this knowledge in an abstract way by playing the game “Twister.”
Goals:	Students will apply knowledge and number sense including numeration and operations to help develop different problem solving techniques incorporated with fractions.
Objective:	Students will use models and pictures to solve fractional problems.
Readiness/Pre-assessment:	Having developed all the curriculum objectives throughout this fractional unit. I want to now move in the abstract direction with this game. I feel as we have covered the majority of the material in the concrete, semi-concrete, and semi-abstract, that this will be a unique and fun way for the students to attempt the abstract thinking. However, as only symbols are used on the index cards, the students will actually do the critical thinking and problem-solving stages cognitively.
Materials and equipment needed:	Paper and pencils; Twister Game and index cards with problems involving the addition and subtracting of fractions with like denominators; comparing and ordering of fractions; equivalent fractions; multiplying of fraction by a whole number.
Introduction:	Tell the students now that they have mastered a great deal concerning fractions and that now I would like to introduce them to the ways that some adults will expect them to do fractions instead. However, tell them that they will have an advantage over all the other students in that they will understand why these algorithms work.
Instruction:	Students may work in pairs. Go over these algorithms and let the students try a few of them on their own. In fact, this would be a good time to maybe give them a “few” worksheet problems to let them do their stuff . However, limit the number of problems for each algorithm. After working a short time on these aspects, introduce the Twister game. With this game, the students will basically follow the rules of the game already developed. However, with a “slight twist.” As the students spin to see which color and part of their body they will place on the color, they will have to answer the question presented on the index card. Students can work in “tag teams.” For example, if one student cannot answer the problem posed on the index card, they can have a partner that will help them work through the problem. If they answer the problem correctly they get to place their foot or hand on the color they landed on. If they do not answer the question then they simply stay in their original position until their next turn. With partners, everyone gets a chance to participate. However, after a short while, have the students that are partners go to the Twister mat while the other students come over to become co-working partners. I also plan to use this game when we explore probability!!!!
Evaluation of Lesson:	I will want to see if this lesson would stay within the time frame allotted for it. Did the students find this lesson challenging or did they find it boring? Do the students need more work with the abstract level of fractions?
Of students:	I will evaluate each student individually by seeing who could answer the questions and who could not. I will record this on an assessment sheet and note what types of questions posed that they could not answer and needed help from their partners. In this way, I can go back and review with the specific problems that each individual seems to be having.
Individualization:	Remediation: Review with manipulatives to help make connections with the abstract.
	Enrichment: Have these students to come up with other ways in which the Twister Game might be used. Their ideas do not have to just connect with math, but can be applied in other areas of subject matters as well.
	Special Needs: Be sure to work individually with these students if they encounter difficulties with the abstract conception of fraction. Review with manipulatives not only with me but with peer tutors and resource teacher as well.
Self-Reflections:	_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ This section will be to reflect on how the lesson went with the students and if I would have any changes etc. the next I would use this lesson.

1.	When students come in they will have a fractional problem-of-the-day up on the board to solve until all students have arrived.
2.	Will play the game below outlined in lesson plan.
3.	Presentations
4.	Finally, during lunch having already spoken to my parent that is in charge of the party committee, I will have them bring foods that can be divided into fractions parts. For instance, if cookies are brought the class can discuss what fractional part of the cookies will be eaten by the class. A student using any of the foods on their plates can show me a concept that we have learned during our fraction unit. However, this day is also to celebrate that we have been learners and over comers of any fraction fear they may have harbored to begin with. All students should participate in this party. Be sure to check for students with special diets etc. to make sure that appropriate foods are available for them as well.