Sample Lesson Plan-21st Century Technology

Lesson Title: Multiplying & Dividing Fractions in the Virtual World Teacher: Chris Maue Subject: Math-Remediation Class Grade Level: 6th Grade Time Required: 45 Minutes Topic: Multiplying and dividing fractions by fractions, mixed numbers, and whole numbers. Essential Question: What are the necessary steps to solve problems involving multiplication & division of fractions and mixed numbers, along with whole numbers? How can you appropriately demonstrate this within an online discussion board within the classroom website? Prerequisites (Prior knowledge): Students understand like and unlike denominators. Students also have a basic understanding of both multiplying and dividing decimals, however, do need additional review and intervention to achieve mastery. Finally, students will understand how to properly access the classroom website. Stage 1 – Desired Results Content Area Standard(s) (include complete standard, not just standard #) North Carolina Department of Public Instruction-Standard Course of Study (6th Grade Mathematics). http://www.ncpublicschools.org • •

1.04 Develop fluency in addition, subtraction, multiplication, and division of nonnegative rational numbers. • A) Analyze computational strategies. 1.07 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators, or computers, and paper and pencil.

Intended Learning Outcome (Should define what students will know and be able to do and at what level of mastery they should be able to do it.) Students will know…

• How to use appropriate language in the online virtual world. • The appropriate steps to carry out and solve various multiplication and division problems involving fractions, mixed numbers, and whole numbers. • How to post a reply to another student’s discussion thread online. • How to post their own thread on a discussion board.

Student will be able to…

• Solve various multiplication and division problems involving fractions, mixed numbers, and whole numbers with at least 85% proficiency. • Proficiently provide a thoroughly worked out solution to at least 2 problems on the provided discussion board, displaying all work required to achieve a final answer, the final answer in simplest form, and their name and date as indicated in the discussion thread. • Communicate effectively online with their peers, including © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & providing atMcTighe)) least 2 responses to two 1 other students’ works , providing them effective feedback.

Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s):

Teacher-Created Assessments Pre-test: Correctly solve, showing all necessary and required steps, 2 multiplication and division problems of fractions, mixed numbers, and whole numbers on paper. Students must also make a faithful attempt to demonstrate their work in a word document. Post-test: Correctly solve, showing all necessary and required steps, 2 to 4 multiplication and division problems of fractions, mixed numbers, and whole numbers on a computer, specifically in an online discussion board. (Performance Assessments: ) • Students demonstrate their work online in a class-assigned discussion board. The teacher immediately monitors student activity within the discussion board. (Other Assessments: Peer, Self) • Students are required to evaluate a minimum of two other students’ discussion board problems with their solutions posted. • Students are required to provide a response indicating whether they agree with the solution or not and why (constructive feedback). (Assessment Adaptations) • Students will require adaptation from writing math problems and solutions on paper to displaying them in typed text on a computer. Students will require close monitoring to address any technical issues that may occur online.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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Stage 3 – Learning Plan Learning Activities Instructional Strategies/Learning Activities: e.g., demonstration, discussion, small groups, role play, etc. • Step 1: Teacher-led demonstration. • Step 2: Independent practice • Step 3: Online discussion between peers and teacher • Step 4: Verbal discussion to close lesson. Introducing the lesson: (capturing students’ attention, activating students’ prior knowledge).

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Provide two real-world application problems of multiplying & dividing fractions by fractions, mixed numbers, and whole numbers. Allow students to work out problems verbally with teacher to activate and determine level of students’ prior knowledge. Introduce the idea and process of presenting problems with their solutions on a computer, specifically online.

Instructional Sequence: (representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

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Teacher activity (The teacher is doing….) Introduce 2 real-world application problems of multiplying & dividing fractions. Prompts students to solve problems correctly. Prompts students and proposes idea of showing all work and solutions to problems on a computer and online. Teacher demonstrates, with students following along on laptops, proper techniques of typing problems & their solutions. Teacher assigns each student 2 problems to work out and type on a computer using basic keys. Teacher introduces students to classroom online discussion board. Teacher demonstrates creating threads and responding to a post after typing problems on the computer. Teacher allows students to solve problems on computers, post to discussion board, and also reply to peers. Teacher provides individual assistance as necessary.

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Student activity (The student is doing…) Students record problems on paper. Students use prior knowledge to verbally work out the problems with assistance from teacher. Students brainstorm ideas of how to correctly represent problems & their solutions on a computer and online. Students follow along, practice, and ask for additional assistance as needed. Students work independently to correctly and proficiently type problems and their solutions on a laptop. Students follow along with online discussion board introduction and ask questions as necessary. Students begin their independent work, solving their assigned problems, followed by correctly typing their work and final solutions into their discussion thread within the discussion board. Students seek additional assistance from the teacher, as needed. Students make sure to respond to a minimum of two other students’ posts, providing constructive feedback.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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Teacher monitors discussion board activity. Teacher leads closure discussion.

Students participate in closure discussion, giving effective feedback to the teacher while also reviewing the lesson.

Adaptations to the Instructional Sequence to Differentiate: Teacher allows students to peer-tutor or help their peers when struggles arise. The teacher also assists with one-on-one assistance. Teacher also demonstrates step-by-step on front whiteboard as well as through the use of laptop and boxlight. Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the driving question; assessing students’ learning as a result of the lesson) • The teacher leaves constructive feedback for every student within their online discussion threads and posts. • Teacher is able to assess level of mastery of content area as well as 21st Century skill (online discussion boards), which is now becoming useful both in the real world and working world. Closure: Extensions for early finishers:An additional two problems will be assigned to these students to solve and effectively demonstrate all necessary & required steps in the online discussion board. These students are to also evaluate and provide feedback to all posts. Alternate strategies for struggling students or those who learn differently:Teacher may activate class-wide peer-tutoring as an assistive tool. Teacher may also work one-on-one or in small groups with students while having high achievers work independently. Procedures: (already established procedures to be used and procedures to be taught for this lesson)

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Students already have a background on proper steps to proficiently solve multiplication and division problems of fractions. Students will learn how to properly handle school-issued laptops and efficiently log-in to their school account. Students will learn how to properly access classroom website and discussion board. All postings must be approved by webmaster (teacher) prior to it becoming visible online. This will ensure safety and security within the online world.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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Lesson Development Resources Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)

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Teacher laptop with box light for effective presentation to students. Teacher will need to verify students have their correct school log-in user name and password prior to lesson to avoid delays during lesson. Class set of laptops and charging station. Class discussion board & problems created in advance, with all glitches worked out as humanly as possible.

(Parent/Community Resources) • Parents/Guardians will be notified that they may access the online discussion board at anytime to review and even provide additional assistance at home with their child if they continue to struggle at home. (Contact Information) • Parents/Guardians and students can access website, discussion board, and be able to send a direct email from the site to me at anytime. I can then respond when available or immediately in class. • Parents/Guardians have been previously notified that they may also contact me by phone before and after school as well as during my planning period. • The website address, as provided to parents/guardians and students previously is as follows: http://www.johnston.k12.nc.us/smithfieldm  Click on Teacher Websites  Click on Sixth Grade  Click on Christopher Maue

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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