Chris+S+-+Sp+2014

__**Previous Lesson**__: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
 * Lesson #3**

__**Today's Lesson**__: Solve word problems **[JOIN: RESULT UNKNOWN]** that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using equations with a symbol for the unknown number to represent the problem.

__** Next Lesson **__: Solve word problems **[JOIN: CHANGE UNKNOWN]** that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using equations with a symbol for the unknown number to represent the problem.


 * 1.) Standards**
 * **Next Generation Science Standards and Science and Engineering Practices**
 * **Practices**
 * **Practice:**
 * **Performance Expectation:**
 * **NGSS**
 * **Topic:**
 * **Standard:**
 * **Performance Expectation:** || **ELA Standards:**
 * **Domain:** Reading: Informational Text
 * **Standard:** Key Ideas and Details
 * **Performance Expectation:** Identify the main topic and retell key details of a text. ||
 * **Social Studies Standards**
 * **Theme:**
 * **Standard:**
 * **Performance Expectation:** || **Math** **Standards:**
 * **Domain:** Operations & Algebraic Thinking
 * **Standard:** Represent and solve problems involving addition and subtraction.
 * **Performance Expectations:** Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ||
 * 2.) Grade:** 1

Will be completed in another trail
 * 3.) Content Knowledge:**


 * 4.) Essential Question:** How do we solve word problems?


 * 5.) URL:** my lesson for JOIN: RESULT UNKNOWN equations - click here -

a.) **Read** word problems b.) **Use** a Problem Solving Strategy to identify key details in the problem that will guide our problem solving > (1). What do we know? > (2). What do we want to know? > (3). Create a Plan > (4). Execute the Plan > (5). Check to see if the plan made sense c.) **Write** an equation for the plan d.) **Use** a letter to represent the unknown result e.) **Solve** the equation f.) **Write** a sentence that explains why a letter was used to represent the unknown result
 * 6.) Student Learning Objectives**:

> a.) The paragraph will consist of 1 - 2 sentences > b.) Students will use standard English conventions (capitalization, punctuation) > c.) Their paragraph will state that they are using a letter to represent the unknown result (answer) because they are writing an equation and they do not know what all the numbers are before they solve the equation. > d.) **MAGIS:** Students can state that the numbers on the left side of the equal sign have to be equal to the letter (eventually the answer) on the right side of the equal sign > a.) Problem Solving Strategy >> (1). Point to what they know in the word problem as they restate what they know >> (2). Small group will tell me what they want to know (I will not know in this lesson if all the kids will be able to tell me what they want to know - we will be revisiting this strategy at other times) >> (3). Write an equation and use an appropriate letter to represent the unknown result >> (4). Use a strategy to solve the equation >> (5). Share with the group how they solved the equation >> (6). Highlight the letter used to represent the unknown > a.) Students will use the Windshield Strategy to declare their understanding of knowing when fractions are equivalent. > a.) - Go here -
 * 7.) Checking for Understanding:**
 * Writing**
 * Math**
 * Self-Assessment**
 * CLEAR = I get it! I thoroughly understand the concept.
 * BUGGY = I understand it for the most part, but a few things are still unclear.
 * MUDDY = I don’t get it at all.
 * 8.) Feedback**

__**Previous Lesson**__: Playing with a math simulation __**Today's Lesson**__: Explaining when fractions are equivalent using a math simulation __** Next Lesson **__: Use a math simulation to create a set of equivalent fractions
 * Lesson #2**


 * 1.) Standards**
 * **Next Generation Science Standards and Science and Engineering Practices**
 * **Practices**
 * **Practice:**
 * **Performance Expectation:**
 * **NGSS**
 * **Topic:**
 * **Standard:**
 * **Performance Expectation:** || **ELA Standards:**
 * **Domain:** Writing
 * **Standard:** Text Types and Purposes
 * Performance Expectation: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ||
 * **Social Studies Standards**
 * **Theme:**
 * **Standard:**
 * **Performance Expectation:** || **Math** **Standards:**
 * **Domain:** Number & Operations—Fractions
 * **Standard:** Develop understanding of fractions as numbers.
 * **Performance Expectations:** Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size; Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ||
 * 2.) Grade:** 3

Will be completed in another trail
 * 3.) Content Knowledge:**


 * 4.) Essential Question:** How do you know when two fractions are equivalent?


 * 5.) URL:** @http://illuminations.nctm.org/Activity.aspx?id=3510

a.) Write an explanatory text that describes when three fractions are equivalent using evidence from a math simulation.
 * 6.) Student Learning Objectives**:

> a.) The paragraph will consist of 1 - 2 sentences > b.) Students will use standard English conventions (capitalization, punctuation) > a.) Students will use evidence from the simulation to describe when fractions are equivalent. The evidence will include three items: 1.) shaded areas cover the same space, 2.) points on the number line will align, and 3.) denominators and numerators will be different. > a.) Students will use the Windshield Strategy to declare their understanding of knowing when fractions are equivalent. > include component="comments" page="page:Chris S - Sp 2014" limit="20"
 * 7.) Checking for Understanding:**
 * Writing**
 * Math**
 * Self-Assessment**
 * CLEAR = I get it! I thoroughly understand the concept.
 * BUGGY = I understand it for the most part, but a few things are still unclear.
 * MUDDY = I don’t get it at all.
 * 8.) Feedback**

__**Previous Lesson**__: Build Fractions with a Virtual Manipulative - @http://nlvm.usu.edu/en/nav/frames_asid_102_g_2_t_1.html?from=category_g_2_t_1.html __**Today's Lesson**__: Create Equivalent Fractions with a Virtual Manipulative __** Next Lesson **__: Describe the relationships found when comparing Equivalent Fractions with a Virtual Manipulative
 * Lesson #1**


 * 1.) Standards**
 * ** Next Generation Science Standards and Science and Engineering Practices **
 * Practices
 * Practice 5: Using Mathematics and Computational Thinking
 * Performance Expectation: Organize simple data sets to reveal patterns that suggest relationships
 * NGSS
 * Topic:
 * Standard:
 * Performance Expectation: || ELA Standards:
 * Domain: Writing
 * Standard: Text Types and Purposes
 * Performance Expectation: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ||
 * **Social Studies Standards**
 * **Theme:**
 * **Standard:**
 * **Performance Expectation:** || ** NCTM Math Standards: **
 * **Domain**: Number and Operations
 * **Standard:** Understand numbers, ways of representing numbers, relationships among numbers, and number systems
 * **Performance Expectation**: Recognize and generate equivalent forms of commonly used fractions ||


 * 2.) Grade:** Three

Will be completed in another trail
 * 3.) Content Knowledge:**


 * 4.) Essential Question:** How can you show that two things are equal?


 * 5.) URL:** @http://nlvm.usu.edu/en/nav/frames_asid_105_g_2_t_1.html?from=category_g_2_t_1.html


 * 6.) Student Learning Objectives**:
 * 1) //__**Use**__// a virtual manipulative to create equivalent fractions
 * 2) //__**Use**__// a computer to check one's creation of an equivalent fraction
 * 3) //__**Describe**__// how one knows that two fractions are equivalent using the virtual manipulative.

1. **Use the Manipulative to create Equivalent Fractions and Check for Accuracy**: I would like to see if students can can use the virtual manipulative, shown in Figures 1, 2 & 3 to produce equivalent fractions and check to see if they are correct (learning objectives 6.1 and 6.2). In order to make equivalent fractions, they must: || **Equivalent Fraction Example** || || **Corrective Feedback - Correct Representation of an Equivalent Fraction** ||
 * 7.) Checking for Understanding:** There are two STUDENT actions I would check.
 * 1) Use the arrow tool located below the fractional circle to change the number of total pieces in the circle //__**until the lines "line up"**__// - see Figures 1 & 2
 * 2) Count the //__**total number of pieces**__// in the circle and type that number in the space reserved for the denominator. In Figure 2 the number is 10; in Figure 4, the number is 15.
 * 3) Count the //__**red-shaded pieces**__// and type that number in the space reserved for the numerator. In Figure 2 the number would be 6 and in Figure 4, the number is 9.
 * 4) Use the **CHECK** button to see if the fractions are equivalent - see Figures 3 & 4 - to see the computer's feedback
 * **Non-Equivalent Fraction Example**
 * [[image:teachwithvideo/Screen Shot 2014-01-13 at 7.31.36 AM.png width="530" height="328"]] || [[image:teachwithvideo/Screen Shot 2014-01-13 at 7.03.36 AM.png width="560" height="340"]] ||
 * **Corrective Feedback - Incorrect Representation of an Equivalent Fraction**
 * [[image:teachwithvideo/Screen Shot 2014-01-13 at 7.40.50 AM.png width="554" height="348"]] || [[image:teachwithvideo/Screen Shot 2014-01-15 at 1.39.31 PM.png width="540" height="340"]] ||

2. **Recognition of two Equivalent Fractions** (learning objective 6.3): Once we have created two equivalent fractions for 3/5 such as 6/10 and 9/15, we will write a paragraph that describes the relationship between the numerators and denominators. The paragraph should include:
 * 1) a topic sentence
 * 2) a sentence about the alignment of the black and blue lines
 * 3) a sentence about the shaded area
 * 4) a concluding sentence

//**Possible Student Paragraph for SLO 6.3**// > //A web resource found on the National Library of Virtual Manipulatives (NLVM) web site can help me make two or more equivalent fractions. When I use the web resource, I know that I have made equivalent fractions because the blue and black lines, representing the total number of pieces, line up; I can only see blue lines. I also know that I have made an equivalent fraction because the shaded pieces are the same size and same shape. The virtual manipulative makes it very easy to see that fractions are equal and not-equal.//

3. **Self-Assessment:** From the WVDOE list above, I will use the self assessment strategy called the Windshield Check to assess my students' understanding of //__**producing**__// equivalent fractions using the NLVM manipulative shown in the figures above.

> The //__**Windshield Check**__//, which uses the analogy of a windshield, can be used to help students self-assess what they know about the concept of equivalent fractions: The criteria they would use are:
 * CLEAR = I get it! I thoroughly understand the concept.
 * BUGGY = I understand it for the most part, but a few things are still unclear.
 * MUDDY = I don’t get it at all.

> I could have the students self-assess on a wikispace discussion board or on a piece of paper. For this lesson, I will have the students use paper and write CLEAR, BUGGY or MUDDY and a sentence to explain what they understand or do not understand.


 * 8.) Feedback**

include component="comments" page="page:Chris S" limit="100"

In this section, I will describe the Universal Design for Learning Supports that I plan to use in my my lesson. >>> >>> >>>
 * 9.) UDL Support**
 * To Support Recognition Learning - I would support my students' recognition learning "because students aren't all on equal footing when it comes to recognizing such patterns, teachers need to provide differentiated instruction" (Rose & Meyer, 2002, http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_4.cfm)
 * **Highlight critical features** - "Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning" (2002, http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_4.cfm)
 * In order for my students to see that fractions are equivalent using the manipulative, they need to see that as they increase the number of pieces, the computer will draw new lines on the shape. When the new lines "line-up" (see Figure 4 above), the computer has displayed an equivalent fraction. The numerator of the new fraction is the total number of shaded pieces and the denominator is the total number of pieces.
 * **To Support Strategic Learning** - I would support my students' strategic learning "because individuals have their own optimal pathways for learning strategic skills, teaching approaches and tools need to be varied" (2002, http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_5.cfm)
 * **Provide opportunities to practice with supports** - "To support practice, teachers can scaffold some parts of the process so that learners can focus on strengthening their abilities in other parts" (2002, http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_5.cfm)
 * In this lesson, I would provide one laptop computer for every two students. This will enable me to have students share two duties: 1.) the computer operator and 2.) the thinking checker. They will share these duties and alternate between them. The computer operator's job is to create equivalent fractions and the thinking checker's job is to evaluate if an equivalent fraction has been made. For example, let's imagine that the computer operator created the fraction in figure 3 and told the thinking checker that she made an equivalent fraction. If the thinking checker knew that the black and blue lines have to line up, they would tell the computer operator they an equivalent fraction was not made.
 * Before my students write their paragraph describing how they made an equivalent fraction, they would be able to practice creating equivalent fractions by alternating jobs. The action of recognizing when an equivalent fraction is created is scaffolded by the multiple opportunities to practice creating them.
 * **To Support Affective Learning** - I would support my students affective learning because "motivation is at least as important for school success as the capacity to recognize and generate patterns" (2002, http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_6.cfm)
 * **Offer choices of content and tools** - "Giving students choices of content and tools can increase their enthusiasm for learning particular processes" (2002, http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_6.cfm)
 * When my students have to write their paragraph to describe their equivalent fractions, I would let the student pairs choose the equivalent fractions they wish to write about. A side benefit of this approach is that there will be a large number of equivalent fraction examples that will be shared with the class.