Katelyn Veteto Lpa 1

Tarleton State University’s Expected Lesson Cycle

Clinical Teacher’s Name: Katelyn Veteto

Subject/Grade: Math 6th grade

TEKS Addressed: (3) Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to: (A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values; (D) add, subtract, multiply, and divide integers fluently; and (E) multiply and divide positive rational numbers fluently.

LESSON OBJECTIVE Addressed: Given the notes and vocabulary, the students will multiply and divide positive rational numbers to find the correct solutions.

CCRS Addressed: I. Numeric Reasoning B. Number operations 1. Perform computations with real and complex numbers

II.

Algebraic Reasoning A. Expressions and equations 1. Explain and differentiate between expressions and equations using words such as “solve,” “evaluate,” and “simplify.”

Tarleton State University’s Expected Lesson Cycle B. Manipulating expressions 1.

Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).

ELPS Addressed: c.1. (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment c.2. (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language c.3. (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

Technology Application (taken from the TEKS): (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (A) understand copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain (B) practice ethical acquisition of information and standard methods for citing sources; (C) practice safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology; and (D) understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media.

Tarleton State University’s Expected Lesson Cycle Materials and Resources Needed Interactive Math Notebook Glue

Calculator Scissors Dominos

Lesson Cycle Component

Estimated Time

Pencil Computer / iPad

Checks for understanding, questioning, monitoring, adjusting, Assessing

Focus: Introduce Multiplying The teacher will pass out the dominos and the students will complete an inside/outside circle. The students will multiply their domino and the domino with the person across from them. The teacher will check the answers and discuss any misconceptions. The teacher will then ask the students to give a thumb’s up or a thumb’s down if they do or do not understand. The students and the teacher will repeat this activity again for dividing fractions.

Lesson Cycle Component

8min

Estimated Time

The teacher will monitor the student’s participation and body language during the introduction activity. The teacher will access the students prior knowledge on the new content by taking anecdotal notes and making observations.

Checks for understanding, questioning, monitoring, adjusting, Assessing

Guided Practice and Check for Mastery: Multiplying and Dividing fractions vocabulary and examples.

12mintues

The teacher is showing the students how to cut out interactive notebook vocab and examples activity. The teacher works through the examples with the students, allowing the students to ask and answer questions and lead the other students through the examples. The students are cutting, gluing, pasting, writing, and thinking. The teacher guides the students to the right answers but allowing them to make mistakes and self-correct each other.

Lesson Cycle Component

Estimated Time

The teacher will monitor the student’s participation by leading examples, walking around the room, and facilitating discussion. The teacher will ask for thumbs up/ thumbs down on the new material being addressed.

Checks for understanding, questioning, monitoring, adjusting, Assessing

Independent Practice and Monitor Multiplying and Dividing Fractions The teacher is walking around the room, monitoring students’ progress and assisting students when needed/noticed. The students are working independently on their math problems, with using their interactive notebook notes and examples to assist. The teacher checks for understanding by asking questions, seeking understanding, thumbs up/thumbs down.

10 minutes

The teacher will monitor student participation by walking around the room and taking anecdotal notes over student work and discussion. The teacher will assess students on their written work and readdress any misconceptions the students have about the new material.

Tarleton State University’s Expected Lesson Cycle Extension (as needed) Aligned with Objective: Multiplying and Dividing Fractions Sentence Strips

5 minutes

The teacher will monitor the student’s participation and assess their knowledge by reviewing the sentences the students built.

10 minutes

The teacher, student, or parent will use the data from the Kahoot game to assess student’s knowledge and any material that needs to be revisited.

5 min

The teacher will assess the knowledge learned by code-calling (popsicle stick names) to share the information spoken between them and their partner.

Using their interactive notebooks, the students review the steps of multiplying and dividing different scenarios of fractions (ex. Fraction by fraction, fraction by whole number, and fraction by mixed numbers). The student then rearranges sentence strip steps to help memorize the order and steps of multiply and dividing fractions. The teacher is assisting and guiding the students one-on-on and/or in small group.

Intervention (as needed) Based on Mastery: Multiplying and Dividing Fractions Kahoot The teacher (or student, or parent) will lead and facilitate the online Kahoot game. The students use their computer to answer the questions that appear on the smart board or their computer screen. The students can self-monitor their progress.

Closure: Multiplying and Dividing Fractions The students will think-pair-share about the concept they learned the best and the concept they might need extra help with still and why they chose each part. The teacher will walk around the room and take anecdotal notes on the student’s discussion. The students will then return to a whole class discussion and share their thoughts and findings.

Reflection This lesson was an interesting one to teach. The intro activity made students think. I did not give them any information on how multiplying and dividing fractions worked. We had just moved on from adding and subtracting so most of the students tried to get the denominators to a common denominator. After a couple minutes I put a hint on the smart board but did not verbally tell the students. Once a student noticed it, is was smooth sailing from there. Again, I did not give the students any advice on dividing fractions. I was really trying to access their prior knowledge. As expected, the students treated dividing fractions, just as they did with multiplying fractions.

Tarleton State University’s Expected Lesson Cycle Again, after a few minutes, I placed another hint on the board (KCF) and the students did not understand that. The focus went as expected and I was able to assess my student’s prior knowledge. When delivering the lesson, I taught all the multiplication fraction strategies and then all of the division strategies. The students did great with multiplying fractions, most of them found it to be “the easiest thing we have done all year.” Until… I incorporated dividing fractions. For some reason, the students started flipping the second fraction when multiplying fractions instead of just when dividing fractions. I think I confused the students when I said, “so technically, you never really divide… you always multiply.” To try and reverse the confusion, I used the sentence strips as an extension activity to try and help the students see that KFC was only when you had a division sign. When I teach this lesson again next year, I will move the sentence strip activity to the guided practice section and allow the students to see that KCF was only an option when the division sign is present. The students loved the Kahoot. It was not mandatory, it was just an intervention activity for students who I felt needed a little more one-on-one instruction. When one of the students found out that another student got to play an online game with me, all the students wanted to play. If I would have known the students WANTED to take an online quiz (pretty much what it was), then I would have created a Kahoot as the final assessment instead of a written test. Overall, my lesson was successful. Every student passed the final assessment and are ready to move onto the next lesson.