They will repeatedly use the words ‘parts of the whole’ and ‘equivalent to’ frequently throughout their explanations. whole. G. MEETING THE NEEDS OF ALL STUDENTS: This lesson was specifically created for these students. The depth of the SOL was narrowed for the lesson. Repetition of certain vocabulary words are built in to help with working memory and language skills. The use of manipulatives is most appropriate for use in teaching these three students taking into consideration their needs as stated in their IEPs. Transition from manipulatives to models to the abstraction of numerals is included throughout the lesson. Working together and checking each assignment allows for comfort and building confidence. Breaking the lesson into 3 parts assists the students in maintaining their attention throughout the entire lesson. Manipulation of the strips may be difficult for the child with orthopedic impairments but he can ask for assistance from his classmates. H. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Manipulation of the strips may be difficult for the student with orthopedic disabilities but he can always ask for physical assistance. The students may also become stuck with the worksheet problems that concern more than one whole. This can be resolved by using ‘think alouds’ while expressing the content that has been experienced. Also, reminding the students to ask themselves ‘what is the whole?’ and ‘what are the parts?’ may help. If all else fails – remind them to look back in their interactive notebook. I. CONNECTION TO CTA: The connections of this lesson to the speakers from the CTA have already been included in the text of the lessons and the preparation materials. Some of the materials presented do not apply to this lesson but would definitely be used in future lessons.
like “on”. 15-25 minutes DURING: Each child should get a sheet of graph paper Have them divide the graph paper into squares of 10X10 by outlining the square in red. (limit it to 4 squares) In the first square have every child color in any 20 squares. In the second square have every child color in any 13 squares. In the third square have every child color in any 42 squares. In the final square have every child color in any 85 squares. Now ask each child to label their squares with a fraction. Have them discuss their answers and come to a consensus. (Respect – Defense – Consensus: Engaging Students Using Cooperative Learning, Strebe, CTA 2011). After they have marked their squares have them explain how they got their answers and how they know they are correct. (Making Sense of Fractions and Their Operations, Tyminski, CTA 2011) Have them discuss their answers and come to a consensus. (Respect – Defense – Consensus: Engaging Students Using Cooperative Learning, Strebe, CTA 2011). Remind the students that percents are simply the number per each hundred. Now ask each child to label their squares as a percent. Have them discuss their answers and come to a consensus. (Respect – Defense – Consensus: Engaging Students Using Cooperative Learning, Strebe, CTA 2011). After they have determined the * Guided the students through their first square. If they count each individual square to 100 – take time to discuss other ways to group them so they could get to 100 quicker. * Reinforce the use of vocabulary words: whole, parts, fraction strips, fair share, area, and parts of the whole. * Encourage the students to use random squares at some point. * Discuss the different ways to group the numbers. *Ask them how they can remember how to write these fractions. ( examples: #/100 or parts/whole) *Ask them – ‘does it matter where the 20 squares are?’ – ‘why or why not’ * Ask them to write the definition of percent in their notebook. (Percent is the # per 100) Be sure to include the symbol %, and give them the clue that there are 100 cents in a dollar and percent is out of 100. Also, show them that if they shift the different aspects of the % symbol around – they can get 100.