Corresponding Arizona or other state standard based on the Number and Operations-Fractions domain.
Select a 3-5 grade level and a corresponding Arizona or other state standard based on the Number and Operations-Fractions domain.
Compose an aligning learning objective and design appropriate activities for a selected group of 3-4 students, of varying academic levels, from the “Class Profile.”
Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic Resources.
For your differentiated activities, specifically address:
Fraction tasks, including area, length, and set/quantity models; or
Equivalent fractions. In the Multiple Means of Engagement section, draft five questions you could ask students during the lesson that promote conceptual understanding related to fractions.
Sample Solution
The selected grade level is 3 and the corresponding Arizona or other state standard based on the Number and Operations-Fractions domain is 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
The aligned learning objective for this lesson would be “Students will explain how fractions can be used to represent different quantities in real world contexts” This can be further broken down into smaller objectives such as “Students will identify fractions written in various forms, including area, length, set/quantity models, and equivalent fractions”
For activities that address this learning objective there are many options available depending on student level. For those who require more support simple matching games could provide practice with identifying fractions while introducing area and length models in an engaging way (Gordon & Karp, 2017). For students at higher levels more complex tasks such as creating their own fraction story problems involving comparison could challenge them to apply what they have learned (Klein et al., 2016). Finally providing opportunities for students to draw pictures or diagrams representing various sets of equivalent fractions should help build confidence (Gordon & Karp, 2017).
When interacting with students during the lesson one effective strategy would involve posing questions that promote conceptual understanding related to fractions. A few examples include “What fractional part of this shape do you think has been shaded?” or “Can you explain why these two numbers represent the same fraction?” both of which are designed to spark meaningful conversations about how certain concepts work together.
Overall, when designing activities for groups of varying academic levels it is important to ensure that all learners receive properly scaffolded instruction so they can take away valuable information from each class session.
