NCSOS:

1.11 Compare & order fractions

1.12 Add & subtract fractions – like denominators

1.14 Use models/pictures to add & subtract fraction & mixed numbers

Big Ideas:

1. Fractions surround us and we encounter them on a daily basis.
2. The world does not always come in "wholes."
3. Students can learn about math and their world through individual activities as well as social interaction

Objectives:

1. TSW use the region model to represent fractions.
2. TSW represent the same fraction in several ways (equivalent fractions).
3. TSW recognize the relative size of fractions and compare fractions.
4. TSW identify proper and improper fractions.
5. TSW create fraction equations using addition and subtraction.

Multiple Intelligences:

1. Interpersonal/intrapersonal- students can choose to work independently or dependently throughout the center time
2. visual/spatial- students representing fractions with dominoes, drawn pictures, and fraction circles
3. mathematical/logical- adding, subtracting, and comparing fractions

Universal Design:

EC/AIG- students will be able to set their own pace by being able to stay at centers as long or as short as they choose

EC/AIG- the domino and making work problems center are catered toward allowing students to choose the level of difficulty they want

Materials: Ziploc bags of dominoes, board, description of the centers posted at each center, clothes pins to mark how many students are at each center, overhead, word problem "answers," computer programs installed

Procedure:

1. I will explain the activities at the four centers to the students. (descriptions of them are following the procedure section)
2. I will explain the rules of the centers:

1. there are to be only 5 students at a center at a time (if there is not a clothespin to put on then you’ll have to choose another center)
2. students are allowed to stay at centers as long as they choose but must visit every center (over the 2 day period)
3. students must hand in their written work from the center at the end of the center time (documentation is part of each of these centers)

1. Students will then be allowed to go to their first center. I will walk around monitoring behavior and helping any students having difficulty. Each center will have directions posted as well.
2. I will tell students when there is 10 minutes remaining, 5 minutes remaining, and 1 minute remaining for their center time.
3. Students will return to their seats and I will use Ms. Bateman’s classroom procedure for collecting their papers. I will use the papers they hand in from the centers to assess their learning from the unit.

1.12: Add and subtract fractions – like denominators

1.14 Use models/pictures to add & subtract fraction and mixed numbers

This will be the baking center. Students will have word problems set up as if they were mixing many ingredients together. There will be measuring cups set up at the station. There will be several problems posted that they can choose to solve. The students will practice their adding and subtracting skills at this station as if they were running a bakery. They will also draw a diagram of the addition to incorporate 1.14

1.11: Compare & Order Fractions (there will be 2 places students will be able to do this same activity)

The domino activity of the previous day will be set up for students. They can practice comparing and ordering the fractions that are shown on the domino pieces.

1.11: Compare & Order Fractions

1.12: Add & subtract fractions

At computers, there will be two programs I developed. One program allows students to practice making equivalent fractions and the other program has students fill in the blanks of fraction addition problems. The students will log into their account on the Mac computers, click either "equivalent fractions" or "adding fractions" and follow the directions of the program. They will print out their solutions!

1.11, 1.12: Making Word Problems Station (there will be 2 places students will be able to do this same activity)

Students will make up their own word problems after choosing an "answer" out of the envelope. They can add, subtract, or compare fractions in their word problem. The students will write out the word problem and show their solution on the back of the paper. This procedure will be the same as modeled in PLT2 class. (I have observed these students make up word problems before, so I don’t think they will need too much guidance).

**The above descriptions will be slightly modified for the students and posted next to the center.

Reflection:

I discussed the centers with Ms. Bateman. The time I needed to do the centers was too long. Ms. Bateman already has a center time, but they are separated into social studies, reading, computers, and language arts. The students go to one center a day. She was willing to use my computer programs at the computer center throughout the week. I was able to come in today during the center time to make sure the program is self-explanatory enough for the rest of the week. Also, Ms. Bateman and I discussed the need for a testing of the fraction material I have been covering. The students need more time specifically with the adding and subtracting of fractions, which will also reinforce the finding the LCM when just comparing the fractions. Ms. Bateman explained to me that it is expected to have an assessment with grades assigned. I had hoped my centers with the documentation would work as an assessment tool, but the school and parents expect more traditional ways of assessing. I offered to make a test for them, but Ms. Bateman feels more comfortable making it since the students are more used to her formatting of tests and because she will be finishing the unit due to time constraints.

When I developed my unit, I was unrealistic about how many objectives I could accomplish. I originally was planning to address multiplying fractions and the relationship of decimals to fractions as well. Clearly fractions are a huge concept for fifth graders to work through. I have had to develop more lesson plans on the same concepts to reinforce the information for the students. I’m disappointed that I was not able to work all the way through my unit to a true time of assessment, but the scheduling just has not allowed it.

Today went well with my computer programs. I think the students enjoyed doing the problems in a different format. I primarily worked with a student who just joined Ms. Bateman’s class in the last couple of days. He has not been there through my instruction so I was helping him learn the concepts while we worked through the computer program. After the center time was over, I was able to work with students individually who had difficulty with adding fractions the day before. I think the individual attention really helped most of them. Ms. Bateman also allowed students who were done with their work to help out other students having difficulty. I think this is a great way to run the classroom. Students who understand the concepts are not bored waiting for others to finish and the students having difficulty are able to get the individual attention they need. It also gives the class a sense of community by helping each other.

Now that I’m at the end of my math instruction, I am concerned about moving onto science. It still takes me quite awhile to write out my lesson plans even though it has become quicker over time.