Use collaborative google docs to encourage participation of all students

_________

LEARNING PREFERENCES

academic skill

Grade 6 – 9

Multiplication and Division: proportions and fractions

Grade

Curriculum Focus

6-7

Solve problems involving fractions, including those requiring multiple steps or multiple operations

8

Compare proportional situations and determine unknown values in proportional situations

9

Apply an understanding of unit fractions and their relationship to other fractional amounts, in various contexts, including the use of measuring tools

Lesson Objective, Goal and Success Criteria

Construct proportion puzzles by identifying given ratios and unknown values.

Apply proportional reasoning skills to arrive at accurate solutions to proportional puzzles.

Understand the concept of proportions and recognize their relevance in real-life scenarios

Understand representations of fractions and ratios, using fraction tiles and pattern blocks, as tools for representing

Accurately represent proportions using pattern blocks

Solve proportional puzzles through visual representations

UDL Instruction

Instruct students to use at least 10 of the pattern blocks to create the first letter of their name.

Invite students to share their creations with the class.

Discuss how they approached the task and the choices made in representing their initial

Introduce the criteria that 1 hexagon is 1 whole. Model for students how to calculate the value of their initial as a fraction, decimal, using a ratio.

The teacher will introduce the concept of proportion puzzles using visual aids such as fraction tiles and pattern blocks to represent ratios and unknown values. A common misconception to anticipate is students confuse proportionality with equality. This will be addressed through visual and hands-on activities.

Differentiated Instruction

Working in pairs, students will solve a puzzle provided by the teacher.

Each pair will be given a puzzle based on their ability. The students are expected to work together to figure out the solution to the puzzle. This type of activity promotes teamwork, problem-solving, and can be a fun and engaging way for students to apply their knowledge or skills in a practical context

Bring the students back together to discuss the reflection question:

How did you know what the missing blocks were? Have students discuss in a small group and then invite volunteers to share with the whole class.

Measurement of Success

Students will participate in a quick closing activity where they will share their understanding of how proportion puzzles can be applied to real-life situations using Knowledgehook.

Materials, References and Resources

Laptop and presentation screen- $0

Pattern blocks- $

Fraction strips- $

Knowledgehook- $

Chang, S. H., Lee, N. H., & Koay, P. L. (2017). Teaching and learning with concrete-pictorial-abstract sequence: A proposed model.

Hinton, V. M., & Flores, M. M. (2019). The effects of the concrete-representational-abstract sequence for students at risk for mathematics failure. Journal of Behavioral Education, 28(4), 493-516.

Hughes, E. M., Riccomini, P. J., & Witzel, B. (2018). Using concrete-representational-abstract sequence to teach fractions to middle school students with mathematics difficulties. Journal of Evidence-Based Practices for Schools, 16(2), 171-190.

Required Materials, Resources, Technology What materials do you need to implement the strategy?

Cost of Resources

Laptop and presentation screen.

Tablets or other mobile device

$0 Existing classroom resources

$0 school cart of shared tablets

Grade Level

Curriculum Focus

3

make inferences using stated and implied information and ideas to understand texts

4, 5

make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts

6, 7

make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding

Lesson Objective, Learning Goal, Success Criteria

Lesson Objectives: 1. Learn the meaning of inference and key questions to consider when making inferences. 2. Make inferences in everyday events and to anticipate and resolve challenging situations.

Learning Goal: Understand and apply inferencing strategies through multiple visual mediums including pictures and short videos Increase flexibility by guiding students to consider multiple ways of thinking especially when dealing with challenging tasks.

Success Criteria: Students are able to answer the questions in the individual activity correctly (grade 3-5) Students are able to explain why they made their responses (grade 6-7).

Modality

Application of UDL Strategy How can this strategy be applied to the whole class?

Timing/ Considerations

1. Start class with a fun warm up activity where class uses an action packed picture to create their own story. The first person says one sentence about the story and the next person adds something to it while remembering what happened just before. This continues until there is nothing more to say about the picture. The story then continues with each of the remaining students in the class just making up sentences of what they think might happen next.

2. The teacher then has a brief discussion to explicitly teach how to identify evidence (grade 3), understand in various texts (grade 4-5) and broaden development of interpretation (6-7).

15 minutes State there is no wrong answer and stories can be silly to reduce fear of participation.

5 minutes

3. The class watches a video relating to a current event that may be of interest to the class or the video in resources. While watching the video, the students have to consider the questions; 1) What details do you see? 2) How can you be sure? 3) What clues do you see? 4) What do you already know about what you see? 5) What do you think will happen next?

5 minutes

Option to stop and start video between questions

The students work in pairs (think-share-pair) to answer the questions they had to look for in the video?

5 minutes

Modality

Application of Differentiated Instruction How can this strategy be differentiated for different ability levels?

Timing/ Considerations

Each student looks at one of 2 pictures and is asked to answer one question about it depending on their ability levels, then record their answer on a shared google document (only the teacher knows who gets which picture or which question to reduce fear of any student getting wrong answers in front of their peers). Questions for each group are: Grade 3 level- What are 2 details you see? Grade 4-5 level- How can you be sure?What clues do you see? Grade 6-7 level- What do you already know? What do you think will happen next?

5 minutes

Walkabout to check in on those who may require extra assistance

Measurement of Success How can you determine students’ understanding of the lesson?

Timing/ Considerations

6. Students return to full class and the teacher reviews the pictures and answers on google sheet with class together. The teacher provides informal feedback about responses on pictures confirming correct responses and interpreting those that may require further clarification.