Lauren+Demattio

Lauren DeMattio March 26, 2015 Dr. Julie Coiro EDC 448

CCSS.MATH.CONTENT.5.NF.A.1 “Use equivalent fractions and add and subtract fractions” CCSS.ELA-LITERACY.RST.6-8.3 “Key Ideas and Details”
 * Context for using this text set: **This text set would be used in a unit about fractions in a 7th grade pre-algebra class. This class would be at grade level although the lesson would be taught at the very beginning of the year because understanding fractions are a basic concept in pre-algebra and algebra thereafter. For the students who are ahead in the curriculum this unit would be a thorough but useful review for further steps that the class will take once the unit has come to a conclusion.
 * Content Standard: **
 * Students will be able to 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.
 * Reading/Thinking Standard: **
 * Students will be able to follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

__Text#1 Non-fiction Book __ Einhorn, E., & Clark, D. (2014). Fractions in disguise: A math adventure. Watertown, MA: Charlesbridge.
 * 1) **A. ** **Print Resources **

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/ Use of Text/ Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">I would use this book as a form of introductory to the unit. It is a nice medium between a fiction novel and something with valuable information. This novel contains main characters with important fraction definitions and theorems as well as a storyline that addresses thinkers of intelligences different from mathematics. Although I would not fully expect the students to read and commit to the book it does serve as a light-hearted perspective on a subject that many students do find intimidating. This book could serve as an extra activity at the end of classes for the students who find themselves with questions or even free time. This novel is unattached because it is too long.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#2 Online Blog __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Heitin, L. (2014, August 14). With fractions, common-core training goes beyond ‘invert and multiply’. [Web log post]. Retrieved from []

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">This article is a perfect addition to the unit being that it directly ties in to the importance of learning the topic and how it affects the students outside of the classroom. Not only does this harp on the student’s importance but it also includes information regarding the school and teachers which often times students at this age group are kept in the dark about real problems that occur around them. I would utilize this article as an in-class assignment where students can express their feelings and concerns regarding fractions before reading the article and also after. Once the task is completed I would like to have a discussion about the article and what questions it probed for my students. This text can be found through the link.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#3 Novel __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">McKellar, D. (2007). //Math doesn't suck: How to survive middle school math without losing your mind or breaking a nail//. New York: Hudson Street Press.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">This text is different from many math books because it is written by a best-selling author! I would sell this book to my students by explaining to them that the author is famous and loves math which will benefit the class in breaking the stereotype that math is a subject that is too difficult to learn and not worth the time or effort. Also, this book provides tips and tricks that I as an instructor can teach to my students. For the unit, I would print off the tips and tricks that the book provides and allow my students to use them to study while also reading the most important excerpts to them as a class. This book can be found at the Exeter Library.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#4 Textbook __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Walle, J. (2004). //Elementary and middle school mathematics: Teaching developmentally// (5th Ed.). Boston: Allyn and Bacon.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">A common core state standard textbook, this text would be ideal for class notes and homework assignments. This publishing company provides a teacher’s copy with suggested lessons and worksheets which establishes a greater depth of resources on such an important topic with variety in student abilities. I would utilize the chapter on fractions throughout the entirety of the unit. This chapter was too long and is therefore unattached.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#5 Children’s book __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Pallotta, J., & Bolster, R. (1999). //The Hershey's milk chocolate bar fractions book//. New York: Scholastic.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ A children’s book although simple could be extremely useful for students with ELL challenges. As I’ve seen in placements now, the concept of fractions is very difficult for ELL students being that they have difficulty understanding both the directions of the assignment as well as the process in simplifying or applying fractions as well as. With those students, I could utilize this book which speaks in the most simple of terms and moves at a slow pace with a plethora of examples. This book can be found in the curriculum materials library.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text #6 Video __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Khan, S. (May 8, 2014). Fractions in lowest terms [video file]. Retrieved March 24, 2015 from[]
 * 1) **<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">B. ** **<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Media Resources **

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale __<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">: <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Khan Academy is an amazing free resource for students and teachers. I would show this video during class for the note-taking aspect of the day. This video would be shown on the second day after the students have already been exposed to the concept of fractions and had a fraction homework assignment. That night, I would assign them homework based on the video and also provide my students with the link to the video so they can refer back to Khan’s drawings for help. This is an excellent source because it is so directly helpful with the topic but it also opens the door for the students to such a valuable resource as Khan Academy. This video shows Khan simplifying different examples of fractions which are both big and small.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#7 Song Lyrics __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Pacific, T. (March 2012). Songs for teaching. Retrieved March 24, 2015 from []

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Although this song is something that middle school aged students would overlook I think it is a great memory tool for the students. I would introduce this song to the students at the beginning of the second day discussing simplifying fractions. This day will come after the day of Khan Academy videos in class. At this point the students will know how to simplify single fractions but be progressing to computation and then simplification. The lyrics are posted below.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#8 Math Game __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">King, C. (January 2002). Math playground. Retrieved March 24, 2015 from []
 * 1) <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">C. **<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Online Interactive Resources **

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">This text would serve as an almost end of the unit competition. On the second to last day of the unit I would utilize this game as an in-class work assignment for the students. As the teacher, I would be the judge and I would divide the class into teams in order to play the game. Whichever team wins and defeats the other they will win a no homework pass as a reward. The game provides for further practice of the material while also allowing for friendly competition with a shared motive. In the essence of Pac-man needing to eat the simplified fractions of a larger fraction provided I think it is an activity the students will greatly enjoy.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#9 Web quest __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Mulford, M. (2015). Fun with fractions. Retrieved March 24, 2015, from Zunal web quest, []

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">This web quest will serve as an online homework assignment. Different forms of assignments will assist the students in adjusting to online tests/evaluations. Also, it allows the students to do an assignment that they most likely do not prefer on a device that they are comfortable using. This generation and its love of technology can benefit a lesson because the internet is such an immense resource. This homework would be assigned the night prior to the in class gaming competition.

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text#10 Lesson Plan __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Finding equivalent fractions and simplest forms. (n.d.). Retrieved March 24, 2015, from TeacherVision website, []
 * 1) **<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">D. ** **<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Instructional Resources **

__<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Text Summary/Use of Text/Rationale: __ <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">This text is an online reliable lesson plan. Teacher Vision is a website sponsored by Pearson, which is similar to the textbook I have chosen to utilize in my classroom, this lesson plan is closely aligned with the common core state standards. Additionally, this lesson plan includes differentiated teaching methods. The website where the lesson plan was found offers a wealth of teaching strategies for their lessons which are perfect for the different abilities of students in the classroom. I would implement this lesson plan in different ways throughout the unit.

**<span style="font-family: 'Cambria Math',serif; font-size: 13pt;">Matching the learners ** __<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Texts that address matchup assets: __<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">4, 6, 8, & 10. These texts provide variety and different levels of knowledge based work. In this way, students who are at grade-level can succeed at the original plan, those who are behind can receive the extra assistance they need, and those who are ahead have the opportunity to push forward. __<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Texts that address matchup gaps __<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">: 1, 2, 3, 7, & 8. These texts have extensive information regarding how math and specifically the topic of fractions have relevance to everyday life. Students with matchup gaps struggle to see the connection between school and their out-of-school realities. Each of the resources provide that connection and may also make the topic less intimidating and more fun which allows them to create their own connections. __<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Texts that address mismatches __<span style="font-family: 'Cambria Math',serif; font-size: 12pt;">: 1, 4, 5, 7, 8, &10. Students with mismatches are truly struggling in their disciplinary learning. There is a number of ways that students can struggle in the classroom whether it is with an IBP, an IEP, or a student who is ESL/ELL. These texts provide simpler explanations using symbols and also differentiated instruction models for these students. <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">I would use all of these texts together to foster learning about computing and simplifying fractions with the lesson plan as a guide. At the beginning of the unit my students will read //Fractions in disguise: A math adventure// to introduce them to the topic. Also in the beginning I will provide them each with a copy of the article “With fractions, common-core training goes beyond ‘invert and multiply”. After reading the article I will have a class discussion on why fractions are important and any other additional questions or comments will be addressed. Next, I will use the textbook to provide a handout for notes on the topic and also assign homework problems accordingly. As a class, we will read important excerpts from the book //Math doesn't suck: How to survive middle school math without losing your mind or breaking a nail.// In addition, we will also utilize the Hershey’s chocolate bar fraction book for simple examples and reference for confusion throughout the unit. The Khan Academy video will come next to serve as a visual and auditory representation of the newly acquired skill the students are learning. Also during that class I will provide copies of the song lyrics to “Simplify a Fraction, Reducing Fractions to Their Simplest Forms”. Optimistically, the students would at this point have a multitude of forms to assist them in completing their online web quest homework. For a day of fun and competition I will divide my class into teams and instruct them to work together to solve the math game from math playground. As an in-class work assignment this game will motivate the students to use all of their newly acquired knowledge on fractions in achieving a no homework pass. The lesson plan will serve as a resource for both me and the students. From it, I will use the ideas and possibly worksheets for students who are not proficient in the topic or are falling behind. All of these texts successful contribute ideas of fractions and how to apply them. Each text can cater to an individual student’s need and together these texts serve as a complete guide and resource for a lesson that addresses multiple learning styles. ** Simplify a Fraction ** ** Reducing Fractions to Their Simplest Forms ** ** Tim Pacific ** Find a common factor of the numerator and denominator A common factor is number that will divide into both numbers evenly. For example 2 is a common factor of 4 and 14 Divide both the numerator and denominator by the common factor. Repeat this process until there are no more common factors. The fraction is simplified when no more common factors exist. Repeat.
 * <span style="font-family: 'Cambria Math',serif; font-size: 12pt;">Using the Texts Together **