OBJECTIVES:
The student should be able to:
• Model the concepts of thirds, fourths, fifths and sixths using regions, sets, and fraction words (e.g., one-third, three-fourths, five-sixths) (N-1-E)
TIME: (3) 50 minute class periods
MATERIALS
Pizza fraction
Teacher text book
Students Math book
Students Math workbook
teacher materials
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will start off the lesson asking the students if they could have the biggest slice of pizza, which slice would they want, 1/3, ½, ¼, or 1/5. The teacher will then show the students what each slice would look like using a pretend pizza. She will then ask the students again, what slice would they want now that they know what each fraction represents?
ACTIVITY:
Teaching Model: The teacher will use the Math textbook page 451 to introduce the concept of fractions equal to a whole. The teacher will divide a circle into fourths and demonstrate how if we shade one part that is one – fourths, shade two parts- two-fourths or one-half, shade three parts – three-fourths, and if we shade the four parts that would be four-fourths or one whole. The teacher will continue dividing a circle with 3 parts, 5 parts, and so on.
Guided Practice: The teacher will guide the students understanding fractions using textbook page 451-452. The teacher will call upon different students as they work the problems together.
Independent Practice: Students will complete workbook page 26.4. Once the students are finished the teacher will go over the answers with the students to check for understanding.
Closure: Once the students have an understanding of fractions equaling a whole she will go over the art activity that she will be doing with her students. The art activity will take three days.
EVALUATION/ASSESSMENT:
none provided
ART CONTENT/CONCEPTS:
Use art vocabulary and the elements and principles of design to convey the language of are (create and discuss own artwork); (1,2,3)
Identify the subject, basic style, and culture represented by various works of art; (2,4)
Identify images, colors, and other art elements that have specific meanings in cultural contexts; (1,4)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
17. Using appropriate tools and units to measure length, time, capacity, and weight (M-2-E).
19. Estimate length in standard units (inch, foot, and centimeter) (M-3-E)
24. Identify and draw horizontal and vertical line segments (G-5-E).
MODIFICATIONS | ACCOMODATIONS:
There is one student who is 1508 and when his paraprofessional is not in the room, he is provided a peer tutor/work buddy, test read aloud, directions repeated, increased time to work. The student has an IEP in place and paraprofessional and teachers have been given a copy of student’s accommodations.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
This lesson was a joy for the students. I enjoyed watching the children create their paper mache balloon. They interacted with each other and were singing while they were working. They experimented with the colors in their plate, creating different colors with the primary colors that were given unto them. They had a blast. The activity was very time consuming. I took three days to complete this lesson. I was able to work with the enrichment teacher and use her classroom to do the activity. This activity works well if you have tables. I had four students to a table and each student had a plate with the primary color paints in each plate. I had each table set with all the supplies the students needed to complete their activity. The enrichment teacher and a para stayed in the room with me to help students when needed. I do not believe I could have done this activity alone.
REFERENCES:
Paper Mache Paste
http://www.kidsturncentral.com/holidays/easter/eastercrafts3.htm
The Annotated Mona Lisa :A Crash Course in Art History from Prehistoric to Post-Modern - Second edition
Arts Education – State and National Content and Achievement Standards
National Standards For Arts Education
DOWNLOAD RUBRIC
DOWNLOAD INSTRUCTIONS FOR PAPIER MACHE
GALLERY
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