Module 3 Part 1 Activity 2 Design document
Student Name: Parul Dumka
Instruction Working Title: Let’s Slice Pizza (Visual Instructions)
Topic: Slice a Pizza and you will have fractions. Some fractions
may look different but are really the same.
Learning Theory
In this particular example, instructional design follows principles of
constructivism. Students in grades 3-5 are still in their concrete operational
stage according to Piaget’s theory of Constructivism. At this stage kids are
good in understanding concepts through inductive logic. This method of
teaching fractions gives students an opportunity to learn concepts by
specific examples to general examples.
According to constructivism children at this age are not capable of abstract
thinking; they need concrete objects to interpret meaningful (to them)
knowledge to acquire concepts. This method of teaching fractions gives
students an opportunity to learn using concrete objects.
Extensive amount of research indicates that students in grades 3-5 are
mostly kinesthetic and visual learners. Literacy skills are still developing so
giving well designed age appropriate text and visual instructions will
support students revise or make new schemata. This method of instructions
will also help students develop or hone their Spatial-Mathematical
intelligence (Gardner’s multiple intelligence theory) along with literacy
skills.
Problem
Research indicates that learning about fractions is one of the most difficult
tasks for middle and junior high school children. The results of the third
National Assessment of Educational Progress (NAEP) show an apparent lack
of understanding of fractions by nine-, thirteen-, and seventeen-yearolds. Students, who lack solid foundation in fractions, are unable to acquire
1
Module 3 Part 1 Activity 2 Design document
Student Name: Parul Dumka
conceptual knowledge in percentage, decimals, ratio, proportion, integers,
rational numbers, irrational numbers, etc.
This Text with visuals (verbal/nonverbal cognitive processes) lesson will
provide students an opportunity to build a foundation in equivalent
fractions and scaffold in acquiring other mathematical concepts.
Audience
This activity is designed for upper elementary grades 3-5 students. This
instruction can also be modified and used in middle and high school ESL and
Special Education classrooms depending upon students’ cognitive level.
Visual-kinesthetic activities (TPR: Total Physical Response) are also
recommended by Krashen’s comprehensible input theory for beginner and
intermediate level ELLs so this instructional method is also good for the
students who have interrupted schooling and limited English proficiency. By
this method, content teaching is not depending upon language exclusively.
This method helps in defining language (ELPS: English Language Proficiency
Standards) and content objectives (TEKS) separate as needed in some
Newcomers or beginner-intermediate ELL classes. This activity can be used
in such classes at middle and high school level.
Purpose
We all use mathematics in our daily lives sometimes without even knowing
it. Fluent Knowledge of fractions is essential to function in real world.
Knowledge of fractions is a foundation stone for many concepts to be
taught in upper elementary, middle, high school and college. Full
conceptual knowledge of commonly used fractions, like ½, ¼, ⅓, ⅔, etc. is
required up to the level of fluency to build the concepts of decimals,
percentage, and later rational, irrational numbers, etc.
It is also TEKS (Texas Essential Knowledge Skills) for 3-5 grades, so it is law
by the state of Texas to teach equivalent fractions in grades 3-5 by process
standards.
2
Module 3 Part 1 Activity 2 Design document
Student Name: Parul Dumka
This scripted-language (text) and visual instructional sequence is intended
to provide learners develop an understanding of basic equivalent fractions
by providing students with hands-on activity and an extrinsic reward (Pizza
for treat).
Visual instructions will give students with LD (learning Disorder) an
opportunity to learn equivalent fractions while exposing them to text but
not solely depending upon it.
Format
The learner will understand that some fractions might look different but
actually they are same by following a series of step by step text instructions
supported by pictorial instructions. Students will perform the task of
cutting and visually inspecting the given Pizza to get the concept of
equivalent fraction. Students will also record their observations in the form
of mathematical symbols to develop mathematics literacy.
General learning expectations
The learner will able to cut Pizza and visually inspect the equivalency
between the parts of Pizza.
Learning goals and objectives
At the end of this lesson students will be able to successfully:
G.1. Identify fractional equivalence visually
O1. Learner will be able to cut Pizza in halves and visually
compare that some fractions might look different but
they are same.
O.2. Learner will be able to work cooperatively with
classmates.
O.3. Learner will be able to use metacognitive strategies
to develop self monitoring approach towards
learning.
3
Module 3 Part 1 Activity 2 Design document
Student Name: Parul Dumka
O.4 Learner will develop/hone spatial mathematical
intelligence by successfully following the text and
visual instructions.
G.2. Learner will develop a conceptual understanding of
relationship between numerator and denominator in a rational
number (fraction).
O.1. Learner will visually examine that 2/4 is same as ½.
O.2 learner will develop mathematical literacy about
fractional representation using mathematical
symbols.
O.3 Learner will develop mathematical literacy about
inequality symbols.
Learning Activities
1. Pre-requisite: Class has already been modeled and practiced working
in their assigned groups on stations. Each group is given a color and
they know to go and work on their color coded stations.
2. Learner will begin by viewing the text instructions supported by
pictorial instructions distributed to them.
3. The learner will move to the assigned group tables and follow step by
step instructions.
4. The learner will self-monitor their learning by following step by step
instructions.
5. Learner will also be recording their observations and conclusions
using mathematical symbols.
6. Learner will turn in their paper with their names on it.
Completion outcomes
The main outcomes of the instruction include:
1. Learner will be able to cut Pizza successfully (Kinesthetic goal,
developing fine motor skills)
2. Learner will be able to visually compare the equivalent fractions.
3. Learner will work on cognitive and metacognitive skills to develop the
concept of equivalent fractions.
4
Module 3 Part 1 Activity 2 Design document
Student Name: Parul Dumka
4. Learner will develop social skills of working cooperatively and silently
with his/her group.
5. Learner will develop mathematical literacy about fractional
representation using mathematical symbols.
6. Learner will develop mathematical literacy about inequality symbols.
Technology required
Teacher will display the text and visual instructions for the task through
Elmo on white board.
Timeline
The process of instruction, observation and assessment should take 30-45
minutes.
Assessment
Rubric
Students have cut the Pizza from middle making equal parts
Students have successfully cut the Pizza in halves
Students have successfully cut the Pizza in quarters
Students have correctly identified parts to whole and
documented it in the fraction format.
Total
/5
/5
/5
/15
Students worked quietly and cooperatively
/10
Students have followed all the instructions without any redirection.
/5
Students have written their names and turned in their paper
in the turn in tray.
/5
Total points
/50
5
Module 3 Part 1 Activity 2 Design document
Student Name: Parul Dumka
General feedback:
Evaluation
Formative
Self-Assessment
Do you feel that you have learned that some fractions may look different
but they are same?
Team Assessment
Does your team feel that you have learned equivalent fractions might look
different but they are actually same? And every member of your team can
explain (accountability)?
Instructor Assessment
Does the instructor feel that you can identify some equivalent fractions like
½ and 2/4 are same?
Peer Assessment
Do peers outside your group feel that you can identify some equivalent
fractions like ½ and 2/4 are same?
Summative: Portfolio
At the conclusion of the instruction, do you feel smart and feel that you
know about fractions some more? Draw and write using mathematical
language your findings in your portfolio for few more equivalent fractions
like 1 is same as 2/2, 1/3 is same as 2/6, etc. Next time, when your family
decides on having Pizza for dinner can your distribute Pizza slices equally
among your family members. Write your experience in your journal.
6