Direct instruction lesson_to_print


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Direct instruction lesson_to_print

  1. 1. Direct Instruction Lesson Plan Rachel K. SreebnyTEED 523: Psych of Learning April 20, 2011Premise:This is a 30-minute lesson for an advanced 5th grade math class.Learning to multiply using fractions is something students learn at thebeginning of 6th grade, but is a great way to review division and pictorialrepresentations of mathematics.This would be the beginning of a unit on multiplying fractions. We start bylooking at this in a real-life context and would continue to use the contextto explore multiplication with fractions further. First students canunderstand that ½ of 24, for example, is 12 and ½ of 12 is 6. Students canwork their way up to ½ * ½ = ¼ and ¼ of 24 = 6.Learning Target: Students will be able to draw and use picture diagrams to solve word problems representing multiplication of fractions and whole numbers. Students will be able to choose a picture that best fits the fractions specified in a word problem.Bloom Level: Application: Students will learn to interpret word problem language. Students will take this a step further by illustrating picture representations in order to solve the math expressed in the word problem.Evidence of Learning: Students will demonstrate what they have learned by participatingin small, teacher-facilitated group work and additionally by completing anindependent “exit ticket (see Appendix 1)” before the end of the day.Anticipatory Set: I ask the students if they can remember 1st grade when they learnedhow to add numbers together. Then I ask them if they had already knownwhat addition meant even before they learned how to use numbers andsymbols in school (as an example, a 5 year old can tell you that he can putone cookie with another and have more cookies). I will explain that this isthe way we naturally learn about math. We learn about how math appliesto us in real life before we learn how to do it with symbols and textbooks inthe classroom. So, I am going to show them how to multiply using fractionsin a way that we might use it in real life. We will look at this kind of math inthe context of planning a cupcake party, which we will then have tocelebrate our knowledge at the end of the week. *Note to substitute: You do not need to provide cupcakes Communication & Importance of Target: “Today we’re going to learn how to multiply with fractions by usingpictures. You might recognize these pictures from back in 3rd grade whenyou learned how to multiply, say, 3x5. Before we get to that, I’m going to dothis word problem out loud with you and show you how to collect the
  2. 2. Direct Instruction Lesson Plan Rachel K. SreebnyTEED 523: Psych of Learning April 20, 2011information you need to make a picture representation for your math.Then, I’ll challenge you boys and girls to use this same math before youleave today. It’s tricky, but there are so many different ways we canunderstand this, so don’t worry if you don’t get everything right away. Thereason we’ll be using word problems and pictures is to help us understandhow to put this kind of math to use in our real lives. If we think about itthat way, it’ll be useful to you and it’ll help you understand the mathproblems that we’ll be doing in your textbook later on.”Input/Modeling: I read a word problem aloud and put it on the doc cam.“We are going to have a cupcake party on Friday. Since we celebratediversity in the classroom, we are going to get a variety of flavors:chocolate, vanilla and bacon-flavored. 2/5 of the class wants good ol’chocolate cupcakes. 1/3 of the rest of the students are brave enough to trybacon cupcakes. There are 20 total students in the class. How manystudents want vanilla cupcakes?”(I think aloud and write this down:)I always think of 2 important things when I look at a word problem. 1)What do I know? 2) What do I need to solve for? I know that: Total Students = 20 2/5 of Students = chocolate cupcakes = 8 1/3 of the rest = bacon cupcakes = 4 8 students or 2/5 = vanilla cupcakes  solve forThis is really difficult to visualize for some of us. A great way to make thiseasier is to represent it as a picture. There are a lot of ways to make 20, butI know that I have to find 2/5 of 20. I need to draw a picture that is a goodfit for that, so I’m going to use 4 rows and 5 columns. OOOO Now that I have this in a picture, I can find OOOO 2/5 easily! (Circle 2/5 of 20) OOOO OOOO 2/5 of 20 students = 8 students (write in 8 above) 0000Check for Understanding: Give me thumbs up if you are with me so far. Do you understand why2/5 of 20 students is 8 students? Thumbs up or thumbs down.
  3. 3. Direct Instruction Lesson Plan Rachel K. SreebnyTEED 523: Psych of Learning April 20, 2011Input/Modeling:OK, back to the problem. I know how many students want chocolatecupcakes, but that’s not what I need to solve for, so I’m going to do somemore work. Next I need to find the bacon-cupcake students. It says that1/3 of the rest of the students want bacon. So let’s figure out what 1/3 ofthe rest is… 0000  these are chocolate 0000 0000 The rest is 3 rows of 4. So, 1/3 is (students 0000 answer 1 row of 4, hopefully) 0000 Now it’s easy to see how many want vanilla.Check for Understanding/Guided Practice: Have students in “genius groups” of up to 4 kids practice how tomake pictures that they can use to find fractions quickly. Give each geniusgroup a different total number and fraction to find. Students completethese examples as the teacher walks around the room check forunderstanding and make sure they are coming up with good pictures. *Examples: 14 ducks  show me 2/7 15 caterpillars  show me 3/5 12 mongooses  show me 1/3Closure/Independent Practice: Pass out exit tickets. “Class, we are going to learn how to multiply with fractions nexttime. Using pictures is a nice way to start and even though we’ll get a littlemore complex with our fractions later on, we can keep coming back to thisexample of cupcakes to help it sink in.” Have students complete and turn in exit tickets before they start onnext task. Students are encouraged to work independently as the exitticket is similar to the homework they will be doing. Assign homework (2 word problems with increasing difficulty).Why direct instruction? As I mention to my students in the set, math is best learned in context. While many students can complete math procedures quickly and efficiently, this kind of math is useless without a firm understanding of when and how to use it. With direct instruction, I can help guide students through real-world context by using word problems to introduce new math. I will break the unit down into small chunks with a central focus on the real-world context in order to help the math sink in for the students in a relevant way. Auditory and visual learning also help students grasp this concept in multiple ways, which is integral to fully understanding it.
  4. 4. Direct Instruction Lesson Plan Rachel K. SreebnyTEED 523: Psych of Learning April 20, 2011 Appendix 1)Exit Ticket:Justin Bieber has come to Eva-Walker Elementary School! He is generousenough to bring 15 autographed photos of himself. He gives Ms. Sreebny3/5 of the photos. Ms. Sreebny then gives away 2/3 of her photos to herstudents. How many photos does Ms. Sreebny keep for herself?Hints: What do you know? What is the question asking for? It’’s asking for the ones she keeps Draw a picture to help you solve the problem.Example solution:OOOOO I know that there are 15 photos andOOOOO that I should draw them so I canOOOOO (3x5 = 15 photos) find 3/5 easily.OOOOO If he gives her 3/5, then that is 3OOOOO equal parts out of 5.OOOOO 3/5 of the photos = 9 photos That comes out to 9 photos.OOOOO I know that 2/3 of those 9 photosOOOOO is 2 equal parts out of 3 parts.OOOOO She gives away 2/3 of the 9 photos (or 6 photos)So Ms. Sreebny has 3 photos for herself. It’’s asking for the photos she keepsMath explanation: 2/3 of 3/5 of 15 is the same as (2/3*3/5) * 15, which we will learn to do next class. (2/3*3/5 = 6/15 photos that Ms. Sreebny gives away)