Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 180 views

    Sample Lesson Plan 1 Grade 5 Mathematics 1

    Uploaded by

    api-452943700
    This lesson plan is for a Grade 5 math class on equivalent fractions. It includes an opening activity to access prior knowledge by having students compare fractions. Students will then discuss equivalent fractions using pictures of pizzas cut into different numbers of slices. The main activity has students draw equivalent fractions pictorially and numerically. They will identify patterns for creating equivalents and play a fraction bingo game. To close, students will revisit the learning goals and self-assess their understanding through discussion and an exit ticket.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Sample Lesson Plan 1 Grade 5 Mathematics 1

    Uploaded by

    api-452943700
    180 views3 pages
    This lesson plan is for a Grade 5 math class on equivalent fractions. It includes an opening activity to access prior knowledge by having students compare fractions. Students will then discuss equivalent fractions using pictures of pizzas cut into different numbers of slices. The main activity has students draw equivalent fractions pictorially and numerically. They will identify patterns for creating equivalents and play a fraction bingo game. To close, students will revisit the learning goals and self-assess their understanding through discussion and an exit ticket.

    Original Title

    sample lesson plan 1 grade 5 mathematics 1

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This lesson plan is for a Grade 5 math class on equivalent fractions. It includes an opening activity to access prior knowledge by having students compare fractions. Students will then discuss equivalent fractions using pictures of pizzas cut into different numbers of slices. The main activity has students draw equivalent fractions pictorially and numerically. They will identify patterns for creating equivalents and play a fraction bingo game. To close, students will revisit the learning goals and self-assess their understanding through discussion and an exit ticket.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    180 views3 pages

    Sample Lesson Plan 1 Grade 5 Mathematics 1

    Uploaded by

    api-452943700
    This lesson plan is for a Grade 5 math class on equivalent fractions. It includes an opening activity to access prior knowledge by having students compare fractions. Students will then discuss equivalent fractions using pictures of pizzas cut into different numbers of slices. The main activity has students draw equivalent fractions pictorially and numerically. They will identify patterns for creating equivalents and play a fraction bingo game. To close, students will revisit the learning goals and self-assess their understanding through discussion and an exit ticket.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Sample Lesson Plan #1: Grade 5

    British Columbia Math Curriculum


    Grade Level:​ Grade 5 Date:​ April 2019

    Big Idea(s):
    ● Numbers describe quantities that can be represented by equivalent fractions.

    Curricular Competencies:
    ● Estimate reasonably
    ● Develop mental math strategies and abilities to make sense of quantities
    ● Visualize to explore mathematical concepts
    ● Represent mathematical ideas in concrete, pictorial, and symbolic forms

    Content:
    ● Equivalent Fractions - creating multiple different fractions that represent the same
    quantity

    Constructivist Elements
    Accessing Student Prior Knowledge and Experiences: Build upon the prior knowledge of
    students.
    ● Teacher displays images representing several basic proper fractions
    ● Review components of the fractions and have students create representations of their
    own proper fractions
    ● Pose questions - Which is bigger? How do you know?
    ● Small group discussion

    Provocation​: ​Used to help students develop their own meanings of concepts.


    ● Display images of multiple same size pizzas cut into multiple numbers of slices
    ● Pose question: Would you rather have 1 slice of pizza or 2 slices of pizza?
    ● Allow students to discuss and share ideas

    Metacognition: How will students reflect question and think about their own thinking?
    Students will be prompted throughout the lesson to be reflective in their thinking.
    The following questions will be posed by the teacher (the teacher will also be modeling how to
    answer these questions):
    ● What do you notice?
    ● How do you know?
    ● Can you show your thinking in another way?
    ● What will you do next?

    Concepts: Plan for students to explore concepts in a variety of ways.


    ● Students will explore equivalent fractions pictorially and numerically
    ● Use of whiteboards and markers
    ● real world examples - pizza, chocolate bars
    ● Game - Equivalent Fraction Bingo
    Goals: How will you ensure that students understand what they are learning and why they are
    learning it?
    ● Learning goals will be discussed at the start of the lesson
    ● Consistently remind students of real world examples of the use of equivalent fractions
    ● Whiteboard work will allow for quick assessment of student understanding as they
    hold up responses
    ● Exit ticket

    Collaboration, Cooperation and Dialogue: Build in social aspects.


    ● Student response sharing and small group discussions
    ● Option to play Equivalent Fraction Bingo with partners

    Materials: Can the lesson include a hands-on element?


    ● Whiteboards and markers
    ● Students draw fraction representations
    ● Option: Multi-colored tiles, Fraction strips/circles

    Synthesis: Provide opportunity for reflection, closure, sharing and discourse around where
    learners will be going next.
    ● Students will revisit the initial learning goals, self determine their level of
    understanding, and share with the group if they wish
    ● Questions: What is new for you? What are you wondering about? What are you
    comfortable or confident with? What challenges are you having?

    Lesson Outline: Be as detailed or open-ended/flexible as you like.


    Opening: Access prior Knowledge
    ● Teachers displays various proper fractions
    ● Teacher prompt discussion on the various components of the fractions
    ● Students to draw images that represent the displayed fractions and compare with each
    other
    ● Pose questions: Which is bigger? How do you know? Explain.

    Provocation:
    ● Teacher displays images of 3 same size pizzas cut into different numbers of slices
    ● Ask: Would you rather have 1 slice of pizza or 2 slices?
    ● Students discuss and place their responses on their whiteboard
    ● Discussion: Students should be thinking that it depends on which of the three pizzas
    they are getting their slices from

    Activities:
    Part 1
    ● Teacher will display a new example of a simple proper fraction such as 2/4
    ● Students will be challenged to draw a pizza on their whiteboard that is equivalent to
    2/4 but has a different number of slices
    ● After 3 minutes students will share their work with a peer and be encouraged to
    explain their thinking.
    ● Teacher asks for examples to be shared with the whole class and leads discussion
    using questions outlined above to have students think about their thinking.
    ● The group will determine how many different pizzas were created
    ● Which ones have the biggest slices? Smallest? Are all the pizzas the same size?
    Part 2
    ● Teacher Question - How do we create equivalent fractions?
    ● Show a pair of equivalent fractions both numerically and pictorially
    ● Students will be encouraged to look for patterns and determine any “tricks” that they
    can find to create equivalent fractions
    ● Discuss in small groups then share with whole group
    Part 3
    ● Teacher gives student choice: 1. Students work in small groups to draw or create
    numerical fractions and have their partners try to create an equivalent. OR 2. Students
    play “​Equivalent Fraction Bingo​” either individually or with a partner.

    Close: Synthesis
    ● Students are called back for a lesson closure
    ● Teacher leads discussion to revisit the initial learning goals, self determine their level
    of understanding, and share with the group if they wish
    ● Questions: What is new for you? What are you wondering about? What are you
    comfortable or confident with? What challenges are you having?
    ● Exit ticket - Teacher displays another fraction - students must (in their notebook)
    represent an equivalent for that fraction either numerically or pictorially (students could
    be challenged to add two equivalent fractions)
    ● Student leave notebooks open on their desks for teacher to quickly observe and take
    note of.

    Assessment Notes:
    ● As this in an introductory lesson, informal formative feedback will take place
    throughout the lesson.
    ● The teacher will also make anecdotal notes regarding individual student understanding
    through observations of discussions and whiteboard displays
    ● Completion/performance with the exit ticket

    Additional Notes:

    You might also like