I really need to come up with better titles than blog #1, #2, and #3. Once I have my own classroom, I will make sure to give each blog entry a relevant to the topic title so the parents and students are easily able to locate them. I also like that I can use a category/tag function to organize my posts as well.
For the assignment of our first three blog posts we are to use material used from the past five weeks in class. Therefore, below you will find my math lesson from our assignment planning lesson.
Unit theme and content:
Adding and subtracting fractions. Use the text Charlie Piechart and the Missing Pizza Slice to generate discussion about practical, every day use of the addition/subtraction of fractions. Students will be tasked with finding an alternative solution to problem presented in text, creating their own problem, and solving peer problems.
Unit Time Line:
5 days/1 week
Products: Group problem solve, group presentation, create your own problem through independent practice, solve peer problems through peer modeling
CCSS.MATH.CONTENT.5.NFA.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Day 1: Read Charlie Piechart and the Missing Pizza Slice, using content from text, have groups of 3-4 students find alternative solution to problem presented in text.
Day 2: Groups present their solutions and engage in peer discussion to check for mathematical accuracy, strategies, and ideas.
Day 3: Students to independently create their own word problems using fractions/numbers provided by teacher. Turn and talk to partner to obtain feedback to improve problem.
Day 4: Students to present problems to their peers. Teacher will check problems for accuracy, make adjustments when necessary, compile student problems and have each student take a peer problem to solve (problem will become homework if there is not enough in-class time).
Day 5: Students to present their answers and obtain peer feedback on solutions. Formal assessment given at close of unit.
Informal: Teacher to move amongst student groups to listen and provide guidance when necessary.
Informal: Teacher to move amongst independent students to provide guidance and assistance when necessary or requested.
Formal: Unit fraction test with 3 word problems, 2 create your own and solve problem using provided fractions, and 5 solve problems.