Grade
7 Math: The meaning of fractions
The ADAPT Strategy:
- Step 1: Accounts
of students’ strengths and needs
- Step 2: Demands
of the classroom on students
- Step 3: Adaptations
- Step 4: Perspectives
and consequences
- Step 5: Teach
and assess the match
This lesson is adapted
for a student who has dyslexia
Materials:
worksheets, whiteboard, whiteboard markers, demonstration visuals
General
Learning Outcome: Develop number sense
Specific Learning
Outcome: Working towards:
7. N.5- Demonstrate an
understanding of adding and subtracting positive fractions and mixed numbers,
with like and unlike denominator, concretely, pictorially and symbolically.
7. N.7- Compare and order
fractions by using benchmarks and equivalent fractions
Behavioral Objective:
Students will be able to correctly identify what a fraction is; the parts of a
fraction and correctly represent fractions that are given through visuals and
worksheets.
Meet and Greet:
·
Meet the students at the door, greeting all of
them and welcoming them into Math class.
Tape recorder:
·
Before each lesson I will have a tape recorder
and turn it on
o
Adaptation: students who have dyslexia can use
the recordings to clarify understanding of directions or concepts, as well as
improving reading skills as they can read along with tape
Activating:
·
Demonstration: what is a fraction?!
·
Kit Kat chocolate bar demonstration, one whole
divided into 4.
Acquiring
·
Will let the students know that they will be
taking some notes so if they can get their notes out:
Notes:
The different pieces of a fraction: (we have the top
number and the bottom number) who can tell me what the top number is? Who can
tell me what the bottom number is?
·
i.e. put ¼ on the board
arrow pointing towards the top:
·
the numerator tells us the number of parts
arrow pointing towards the bottom:
·
the denominator tells us the number of parts
there were all together
A fraction can be
part of a whole (1 apple, cut in
half, if I ate 1 half, what fraction of the apple is left?) ½ (one half)
OR
part of a group (5 candies in a
bag, 3 are blue 2 are red. What fraction of the candies is red?) 2/5 (two
fifths)
Do 3 examples on the board: also writing the fraction in
words as well.
Ex 1: 3/5
Step 1: count how many parts there are in the whole/or
group, this represents our denominator (5)
Step 2: count how many parts are shaded; this represents our
numerator (3)
Step 3: combine the numerator and denominator to create our
fraction. (3/5) or written in words three
fifths.
Ex 2. 7/12
Step 1: count how many parts there are in the whole/or
group, this represents our denominator (12)
Step 2: count how many parts are shaded; this represents our
numerator (7)
Step 3: make your fraction using what you found out placing
the numerator on top and denominator on bottom (7/12) or written in words as seven
twelfths.
Ex. 3.
No steps shown just count how many parts in total put it on
the bottom, and then count the shaded parts and put number on top to make (5/9)
five
ninths.
Glossary:
·
At the end of the notes for the day, provide a
glossary of important terms
o
Adaptation: Students who have dyslexia benefit
from a glossary of content-related terms. In order to not single this student
out, every student in the class will have a glossary
·
Fraction:
§
a number
§
not a whole number
·
bigger than 1
·
less than 1
·
Numerator:
§
the top number
§
the number of parts
·
Denominator:
§
the bottom number
§
the number of parts there were in total
Applying:
·
Give them 2.2 –The meaning of Fractions
worksheet booklet
o
Adaptation: split the 2 page booklet into four
pages, students who have dyslexia are easily overwhelmed
o
Adaptation: only present the class with the
first page, students who have dyslexia are easily overwhelmed
·
Ask the students to work with a group of four
for the fist page then raise their hands and I will give them the second page
·
The second page is to be completed in pairs,
then bring it up to me and I will give them the third and fourth page, to be
completed individually
·
When they are finished the booklet, give them
one more worksheet to practice identifying fractions.
Closure: Bring the class back, and remind them of what we
just learnt. Ask all students to hand in the first worksheet booklet if
finished, if not it’s for homework and due the next day, and then dismiss them.
Assessment:
·
Formative: will check for understanding
throughout the lesson by walking around the room during notes and while they
are working in groups and pairs.
o
Adaptation: To always be aware of the student
who has dyslexia, where they are at and if they are overwhelmed or unfocused
·
Will take in and mark the 2 worksheets based on
correctness and completion.
·
The students must hand in the worksheet when
they are done, and if not at the beginning of the next class.
The link for the worksheet: http://www.math-aids.com/cgi/pdf_viewer_3.cgi?script_name=fractions_visual.pl&denom_5=1&denom_12=1&image=3&type=2&print=0&language=0&memo=&answer=1&x=176&y=27
The meaning of
fractions
Time: 65 minutes
Materials:
worksheets, whiteboard, whiteboard markers, demonstration visuals
General Learning
Outcome: Develop number sense
Specific Learning
Outcome: Working towards:
7. N.5- Demonstrate an
understanding of adding and subtracting positive fractions and mixed numbers,
with like and unlike denominator, concretely, pictorially and symbolically.
7. N.7- Compare and order
fractions by using benchmarks and equivalent fractions
Behavioral Objective:
Students will be able to correctly identify what a fraction is; the parts of a
fraction and correctly represent fractions that are given through visuals and
worksheets.
Activating:
·
Demonstration: what is a fraction?!
·
Kit Kat chocolate bar demonstration, one whole
divided into 4.
Acquiring
·
Will let the students know that they will be
taking some notes so if they can get their notes out:
Notes:
The different pieces of a fraction: (we have the top
number and the bottom number) who can tell me what the top number is? Who can
tell me what the bottom number is?
·
i.e put ¼ on the board
arrow pointing towards the top:
·
the numerator tells us the number of parts
arrow pointing towards the bottom:
·
the denominator tells us the number of parts
there were all together
A fraction can be
part of a whole (1 apple, cut in
half, if I ate 1 half, what fraction of the apple is left?) ½ (one half)
OR
part of a group (5 candies in a
bag, 3 are blue 2 are red. What fraction of the candies is red?) 2/5 (two
fifths)
Do 3 examples on the board: also writing the fraction in
words as well.
Ex 1: 3/5
Step 1: count how many parts there are in the whole/or
group, this represents our denominator (5)
Step 2: count how many parts are shaded; this represents our
numerator (3)
Step 3: combine the numerator and denominator to create our
fraction. (3/5) or written in words three
fifths.
Ex 2. 7/12
Step 1: count how many parts there are in the whole/or
group, this represents our denominator (12)
Step 2: count how many parts are shaded; this represents our
numerator (7)
Step 3: make your fraction using what you found out placing
the numerator on top and denominator on bottom (7/12) or written in words as seven
twelfths.
Ex. 3.
No steps shown just count put it on the bottom, and then
count the shaded parts and put number on top to make (5/9) five ninths.
Applying:
·
Give them 2.2 –The meaning of Fractions
worksheet booklet
·
Ask them to finish the worksheet booklet and
once they are finished to come bring it up to me.
·
When they are finished the booklet, give them 1
more worksheet to practice identifying fractions.
Closure: Bring the class back, and remind them of what we
just learnt. Ask all students to hand in the first worksheet booklet if finished,
if not its for homework and due the next day, and then dismiss them.
Assessment:
·
Formative: will check for understanding
throughout the lesson by walking around during class and having discussions
with the students.
·
Will take in and mark the 2 worksheets based on
correctness and completion.
·
The students must hand in the worksheet when
they are done, and if not at the beginning of the next class.
Assessment Rubric: Answer Key to the worksheets.
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