MONDAY Name: Anne Carroll Date: November 16, 2015 Grade Level: 5 Subject Area: Math Unit Topic/Title: Multiplication and Division of Fractions Lesson Title: Review Stations Indiana Common Core Standard(s): 5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). 5.AT.4: Solve real-world problems involving division of unit fractions by non-zero whole numbers, and division of whole numbers by unit fractions (e.g., by using visual fraction models and equations to represent the problem). PS: 1,2,3,5,6,7 Process standards should be embedded in and taught with all content standards. Lesson Objectives: Students will be able to multiply fractions. Students will be able to represent fractions visually. Students will be able to convert whole and mixed numbers to improper fractions. INSTRUCTIONAL OVERVIEW Materials: Teacher: SMART board Touch Pad Quiz and Quiz answers Laptops Whiteboards/Markers 25 copies Fraction Quilt Students: Pencils Quizzes Math Journals Crayons/Colored Pencils Scissors Introduction: Review: Review answers from quiz. Walk students through each step. Do a song and dance about changing whole and mixed numbers into improper fractions. Stations: Group 1: James, TyJeira, Jacob, Ta’Naijah, Anthony, Donnie, Jayviant Group 2: Jasann, Aysha, Alexander, Jareth, Jeremiah, Wynter, Mohamed Group 3: Huma, Jumeah, Daisha, Zarria, Kaveonna, Caleb Station 1: Reflex 3, 2, 1 Station 2: Fraction Operations – Students will work with the teacher on white boards to solve fraction problems that involve changing a whole/mixed number into an improper fraction. 1, 3, 2 Station 3: Fraction Quilt – Students will color a quilt to fulfill fraction requirements. 2, 1, 3 Assessment: Quilt, Morning Work, Teacher Observation SPECIFIC DIFFERENTIATION ASPECTS Technology Aspects: SMART board to project work. Microphone to project teacher’s voice. Music to keep students calm and on task. Developmental Aspects: Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic, Musical, Bodily/Kinesthetic, Naturalistic Activity Introduction Station 1 Station 2 Station 3 Multiple Intelligence Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic Intrapersonal, Visual/Spatial, Logical/Mathematical, Musical, Bodily/Kinesthetic Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic, Musical, Bodily/Kinesthetic Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic, Musical, Bodily/Kinesthetic PROFESSIONAL REFLECTION (completed after the lesson is taught) Reflection: TUESDAY Name: Anne Carroll Date: November 17, 2015 Grade Level: 5 Subject Area: Math Unit Topic/Title: Multiplication and Division of Fractions Lesson Title: Fliptify Multiply Indiana Common Core Standard(s): 5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). 5.AT.4: Solve real-world problems involving division of unit fractions by non-zero whole numbers, and division of whole numbers by unit fractions (e.g., by using visual fraction models and equations to represent the problem). PS: 1,2,3,5,6,7 Process standards should be embedded in and taught with all content standards. Lesson Objectives: INSTRUCTIONAL OVERVIEW Materials: Teacher: SMART board Touch Pad 25 copies of worksheet Students: Pencil Math Journals Introduction: Review: Short review on multiplying fractions. Remind students to multiply across, then simplify, or simplify, then multiply across. Modeling: Picture This: Story Problem involving ¼ of a birthday cake leftover, and splitting it equally among 3 people. How much of the original cake does each person get? Draw a cake and shade in ¼ of it. Split it in 3. Highlight 1 of those pieces. The answer is then that of 1/12. Draw a few more problems with cake. (3 cakes split into 1/4s, how many friends can have a piece?) Show how the answer matches up with flipping the dividend and multiplying. Guided Practice: Fliptify: Use hand gesture and phrase (fliptify multiply!) Show how to flip the fractions. Practice flipping, giving students a chance to practice on their own. Start tagging in problems. Independent Practice: Dividing Fractions Worksheet: Students should take the time to complete this worksheet. Assessment: Teacher Observations, Worksheet, Morning Work SPECIFIC DIFFERENTIATION ASPECTS Technology Aspects: SMART board to project work. Microphone to project voice. Developmental Aspects: Activity Introduction Modelling Guided Practice Independent Practice Multiple Intelligence Interpersonal, Intrapersonal, Logical/Mathematical Interpersonal, Intrapersonal, Logical/Mathematical, Visual/Spatial, Linguistic Interpersonal, Intrapersonal, Logical/Mathematical, Bodily/Kinesthetic, Linguistic, Visual/Spatial, Musical Interpersonal, Intrapersonal, Logical/Mathematic, Visual/Spatial PROFESSIONAL REFLECTION (completed after the lesson is taught) Reflection: WEDNESDAY – Star Base field trip THURSDAY Name: Anne Carroll Date: November 19, 2015 Grade Level: 5 Subject Area: Math Unit Topic/Title: Multiplication and Division of Fractions Lesson Title: Fraction Division Stations Indiana Common Core Standard(s): 5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole number and to divide a whole number by a unit fraction. 5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed numbers (e.g., by using visual fraction models and equations to represent the problem). 5.AT.4: Solve real-world problems involving division of unit fractions by non-zero whole numbers, and division of whole numbers by unit fractions (e.g., by using visual fraction models and equations to represent the problem). PS: 1,2,3,5,6,7 Process standards should be embedded in and taught with all content standards. Lesson Objectives: Students will be able to solve fraction division problems, including problems with whole and mixed numbers. INSTRUCTIONAL OVERVIEW Materials: Teacher: SMART board Touch Pad 25 copies of Word Problems/Picture Fractions Whiteboards/Markers/Erasers Students: Math Journals Pencils Introduction: Review: As a class, review how to set up division problems for fractions, then review how to multiply fractions. Stations: Group 1: James, TyJeira, Jacob, Ta’Naijah, Anthony, Donnie, Jayviant Group 2: Jasann, Aysha, Alexander, Jareth, Jeremiah, Wynter, Mohamed Group 3: Huma, Jumeah, Daisha, Zarria, Kaveonna, Caleb Station 1: Reflex 3, 2, 1 Station 2: Word Problems 2, 1, 3 Station 3: White Board Races/Review 1, 3, 2 Assessment: Word Problems, Teacher Observations SPECIFIC DIFFERENTIATION ASPECTS Developmental Aspects: Activity Introduction Multiple Intelligence Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic Intrapersonal, Visual/Spatial, Musical, Linguistic, Logical/Mathematical Intrapersonal, Visual/Spatial, Linguistic, Logical/Mathematical Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Bodily/Kinesthetic Station 1 Station 2 Station 3 PROFESSIONAL REFLECTION (completed after the lesson is taught) Reflection: FRIDAY Name: Anne Carroll Date: November 20, 2015 Grade Level: 5 Subject Area: Science Unit Topic/Title: The Moon Lesson Title: It’s Just a Phase Indiana Common Core Standard(s): 5.2.4 Use a calendar to record observations of the shape of the moon and the rising and setting times over the course of a month. Based on the observations, describe patterns in the moon cycle. Lesson Objectives: Students will be able to identify the moon phase by its shape. Students will be able to predict when a certain phase of the moon will occur. Students will be able to describe how the moon changes phases. INSTRUCTIONAL OVERVIEW Materials: Teacher: SMART board Touch Pad/Doc Cam 25 copies of Moon Phases worksheets 25 copies of Moon Booklet Students: Science Journals Pens Introduction: Recap: Discuss what we learned last week about the moon. Students should be able to list the activity, as well as describe how the shadow of the moon caused the moon to appear to change shape. Students will also be able to tell me that the moon does not really change shape. We will discuss how the light moves from right to left, and the shadow moves right to left because the moon travels counterclockwise around the earth. Modeling: 8 Phases: List and draw the 8 phases. Describe how we start with the new moon, then we get waxing crescent, 1st quarter, waxing gibbous, full moon, waning gibbous, 3rd quarter, waning crescent and back to new moon. The cycle takes 28 days, and 1st quarter happens at day 7, full happens at day 14, and 3rd quarter happens at day 21. Guided Practice: Moons: Show how moon phases works with the sun by filling out sheet. Independent Practice: Booklet: Students will fill out a booklet, describing each of the 8 phases the moon goes through Assessment: Booklet, Moon sheet, Teacher Observations SPECIFIC DIFFERENTIATION ASPECTS Developmental Aspects: Activity Introduction Modeling Guided Practice Independent Practice Multiple Intelligence Interpersonal, Intrapersonal, Linguistic Interpersonal, Intrapersonal, Linguistic, Visual/Spatial, Logical/Mathematical Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical Interpersonal, Intrapersonal, Linguistic, Visual/Spatial, Logical/Mathematical PROFESSIONAL REFLECTION (completed after the lesson is taught) Reflection: