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EMT201 Lessonplan

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11 views

EMT201 Lessonplan

Uploaded by

dahal87439
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EMT 201-MATE 201

MATHEMATICS LESSON PLAN TEMPLATE*

Preperad by: Beyzanur Cırban Date: 16.12.2022


Elif Demirtürk
Zeynep Işık
Tuba Türemiş
Grade level: 6th Grade Number of students: 20 students
Topic: Fractions Duration: 80 minutes

PART A: General Issues

Main aims of the lesson (Key understanding-knowledge, skills, procedures):

M.6.1.5.1. Compares, sorts, and displays fractions on the number line.

While determining the strategies to be used in ordering the fractions, first of all, the students
should develop their own strategies. are allowed to be created. Strategies that can be used:
fractions' proximity to the whole; half to half being large or small; proximity to half;
comparison of unit fractions; equalization of the denominator (considering equivalent
fractions).

Subsidiary aims of the lesson (values, attitudes etc.…):


Enhancing group work, promoting multiple representation, and developing time
management skills.

Prerequisite knowledge:
M.5.1.3.2. Understands that an integer fraction is the sum of a natural number and a simple fraction
and combines the integer fraction. Fraction converts a composite fraction to an integer fraction.

M.5.1.3.3. Compares a natural number with a composite fraction.

M.5.1.3.4. Understands that simplification and expansion will not change the value of the fraction
and creates fractions that are equivalent to a fraction.

M.5.1.3.5. Orders fractions with equal numerators or denominators

M.5.1.3.6. Calculates the desired simple fraction of a multiplicity and the whole of a given simple
fraction by using unit fractions.

List of any visual and/or audio aids, and other materials that will be used:

Dr. Zerrin Toker 


Visual aids such as representations, number line representations, and a benchmark activity
sheet will be used to help students understand how fractions represent parts of wholes,
how they can be ordered on a number line, and how the numeric approach works for
ordering fractions.
Audio material that is a number line song on YouTube will be used to gain student’s
attention at the beginning of the lesson.
Anticipated problems and possible solutions (physical environment, behavior, etc.):

If students are reluctant to work in groups, they are randomly matched with each other,
considering that their communication with each other is low, so that students can strengthen
the communication between them.

When the prerequisite information of the students is checked, it is seen that most of the
students have misconceptions or missing information; these prerequisites are quickly
repeated before starting the lesson.

PART B: Lesson Flow

Engage: 5 minutes
At this stage, Number line song is aimed to attract the attention of the students by entertaining
them, before starting the lesson, attention is drawn to the subject so that the students remember
the concept of number line. After listening to this song, the dominoes are presented to the students,
and the characteristics of the dominoes are briefly mentioned. The dots on the dominoes are then
used for the visual representation of the fractions.
https://youtu.be/SZaXtOHNh6s

Explore: 30 minutes
Benchmark activity:
Before moving on to the concept of number line, they are asked to classify the fractions by
looking at their closeness to zero, one, or half. Students work individually for this activity.

https://attachments.convertkitcdnn.com/23227/7ba9c3e7-cf9d-4634-8119-
e0331e235f51/Comparing%20Fractions%20Freebie.pdf

Domino activity:
Students show fractions with dominoes on the activity sheet by using concrete material,
dominoes, compare them and show them as a bar model so that students can more easily
understand which fraction is greater than the other and as a result make a comparison.

In this activity, students are divided into groups of 4 and group members are randomly
selected by the teacher.

Dr. Zerrin Toker 


Explain: 25 minutes
Comparing fractions: In addition to the activities done in the explore phase, another
method of classifying fractions is explained. Explain that to compare two fractions, we need
to first find a common denominator. Then, we can compare the fractions by comparing the
numerators.

Ordering fractions: Once students understand how to compare fractions, you can introduce
the concept of ordering fractions. Explain that to order fractions, we need to follow the
same steps as comparing fractions: find a common denominator, and then compare the
numerators.

Elaborate: 10 minutes
Up to this stage, students usually deal with simple fractions. At this stage, students are
asked to order compound fractions and show them on the number line using different the
methods shown in the lesson.

Evaluate: 5 minutes
If students are given a graded exit ticket about ordering fractions on a number line, the
teacher could assess their understanding of the concept in several ways.

First, the teacher could review the students' responses to the exit ticket to see if they were
able to correctly order the fractions on the number line. This could involve checking to see if
the students used the correct placement of the fractions on the number line, and if they
were able to correctly label the fractions and their corresponding positions.

In addition to reviewing the students' responses, the teacher could also observe the
students as they work on the exit ticket and make note of any common misconceptions or
difficulties they may have encountered. This could involve asking the students to explain
their reasoning, and providing feedback and guidance as needed.

Dr. Zerrin Toker 


PART C: Extension

Enrichment: 5 minutes
To help students see the relevance of ordering fractions in their daily lives, you can provide
examples of how ordering fractions are used in different contexts, such as in recipes or
measuring. You can also have students complete a hands-on activity, such as measuring
ingredients for a recipe or comparing the lengths of objects.

Assignment
Students are provided to associate the subject with daily life by asking an open-ended
question as homework. Where else do you see or use fractions in daily life? asks as a
question.

Dr. Zerrin Toker 

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