Kindergarten: Lesson/Unit Plan and Rationale (Essay Sample)

Kindergarten: Lesson/Unit Plan and Rationale
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Kindergarten: Lesson/Unit Plan and Rationale
Introduction
Comparing Fractions
The activity aims at assisting students to develop flexibility with a number of strategies. It sets expectations for various procedures of ordering fractions. Although determining a common denominator of comparing fractions is a good strategy, it is inefficient for numerous pairs of fractions (Ebby, Sirinides, Supovitz, & Oettinger, 2013). For instance, in relation to the assignment provided, descriptions below show a way of comparing fractions by an analysis of their size. The learner may share extra strategies. The first one involves comparing to one-half. One-half is less than five-eighths, and one-half is greater than two-fifths; thus, one-half is smaller. The second one revolves around common numerators; fifths are smaller than fourths, so three-fifths is less than three-fourths. The third one entails comparing to one. Both the provided fractions are one fraction less than one. One-sixth is greater than one-eighth, so seven eighths lack a lesser part and is closer to 1. The fourth activity is comparing same numerators. Two-sixths is equal to one-third (Ebby et al., 2013). Sixths are lesser than fifths, and, as such, two-sixths are less than two-fifths.
Although it is usually overused, determining common denominators is a helpful approach for some pairs of fractions. Learners, who make an analysis of the problem, give and use a suitable and well-organized strategy for contrasting portions are likely to have a better knowledge of fractions. Learners, who determine common denominators when other effective strategies are sensible, may not understand fractions (Ebby et al., 2013). Determining a common denominator is vital during additions and subtraction of a number of pairs of fractions.
Problems on Sameness and Ordering of Numbers
The activity of solving provided problems is aimed at deepening the learners’ knowledge of fraction equivalency. It also acts as a demonstration to participants on the diversity of problems that they might encounter while gaining knowledge of fraction equivalency and order (Iowa Core Mathematics, n. d). The activity helps the teacher completely appreciate the depth of knowledge required to solve problems and prepare questions to assist learners if they experience difficulty.
Assessment Criteria
A
B
C
D
Analysis of Questions asked
(Iowa Core Mathematics, n. d)
Crucial application of a wide range of relevant strategies in answering the questions provided. The learner demonstrates great understanding and application of concepts learned in the classroom.
Great level of understanding strategies taught in the classroom and good outlook of the work.
Sound understanding of strategies taught in the classroom.
Some proof of understanding and application of strategies learnt in class.
Question 4
The table below gives sample teacher responses and the scoring rationale from the students’ grades.
Score
Teacher Response
Explanation
4
(Ebby et al., 2013).
Learners require an understanding of the meaning of fractions. As earlier taught, a fraction is a portion of a whole number. On the contrary, a whole number can be a collection of things or a single thing. According to question number 4, 30 mangoes is a whole number. Similarly, 12/12 represents a whole number. Learners also need to recall that when adding fractions, one does not add the denominator. Students need to either find 1/3 and 2/4 of 24 or determine a common denominator.
This learning trajectory response references numerous fundamental concepts.
3 (Ebby et al., 2013).
The learners need to understand that 2/4 is the same as 1/2. They also require knowing that thirds are bigger than fourths.
This conceptual response centres on fundamental concepts and understanding
2C
(Ebby et al., 2013).
Learners understand the meaning of fractions, as portions of a whole, and they know how to add.
This reply mentions the part/whole idea but only in a broad way
2P
(Ebby et al., 2013).
The students have to reduce fractions and have the ability to determine common denominators and add fractions.
This answer is procedural since it centres only on a precise procedure.
1
(Ebby et al., 2013).
The learner possesses the capability to count up to 20. The student can add.
This broad response applies general terms and only indicates sub-skills.
Examination of a Learner’s thinking: Sample responses, scores, and rationale are assuming John, a student, answered that 2/4 is equal to ½. Students also argue that since 2/3 and ½ do not make a whole number, Mary and Paul do not fill the box. The student also drew a circle to show that 2/3 and ½ do not make a whole number.
Considering John's solution process in relation to what the work proposes about his knowledge of numbers and operations, a response, scores, and rationale, approach can be represented as shown below:
Score
Teacher’s Response
Explanation
4
(Ebby et al., 2013).
John has an understanding that the denominator determines the size of fractions. He also knows that portions involve breaking the total into equal parts. He also has knowledge of equivalent fractions. As a result, he can contrast the two fractions, and, eventually, compare his solutions to one whole. Highly developed knowledge trajectory orientation.
This learning method answer references numerous fundamental concepts in the learner’s work.
3
(Ebby et al., 2013).
John shows that he has understanding of the ideas of the fractional part of a whole number.
A proof of learning trajectory course.
This conceptual answer centres on fundamental concepts and understanding.
2C
(Ebby et al., 2013).
He has the understanding on how fractions compose a whole part.
Ability to recognize accurate and inaccurate reasoning.
Although unarticulated, this answer references theoretical understanding, but it is not.
2P
(Ebby et al., 2013).
He drew two pies and figured out that the two diverse fractions did not make a whole together.
Lack of prominence on learner’s analysis or prioritizing.
The answer is procedural since it shows what the learner did. This general response does not provide any specific evidence.
1
(Ebby et al., 2013).
John possesses a basic knowledge of fractions.
Use of explicit method instead of understanding of concepts or procedures.
This general answer fails to provide any precise evidence.
Additionally, the conceptual category can be divided into broad and articulated answers. If the reference to understanding concepts remains at the general level, the answer is given the full conceptual code CP. If the answer articulates the theoretical understanding of the student, it is assigned the articulated conceptual code CP1 (Ebby et al., 2013). For one to obtain a rubric score of 3, the answer should have a minimum of one articulated conceptual code in order.
Kindergarten: Unit: Lesson/Unit Plan and Rationale
Lesson Plan
Teacher
Student
Level of Class
Date
Unit/Subject:
Instructional Plan Title
Teacher X
Grades 6-8
May 11, 2015
Maths
Fractions
Planning
Lesson Summary and Focus:
This session involves introducing learners to the application of visual and practical practice in working out problems related to fractions. Through the use of the provided coloured nuts, every student will work both as an individual, as well as a group. The learners will apply varied techniques while working with segments, and exercise their awareness, in addition to, subtraction, multiplication, and division (Spear, n. d). They require a previous information of the elementary increase charts. Common multiples are vital in this activity. They will also create models to symbolize a fraction. By the time the lesson ends, the learner should be capable of carrying out calculations that entail fractions (Spear, n. d). The use of coloured nuts will occur throughout the learning process. The learner will examine numbers between 1 and 100.
Classroom and student factors:
There exist three key factors in the learning environment, which create learner engagement: the content, the teacher, and the student. The student will comprehend and learn (Student Engagement Trust 2015). The teacher will instruct students. The content embodies the knowledge learners and the teacher will learn.
National / State Learning Standards:
Grades 6-8 j
Precise learning goal(s) / purposes:
Learners will gain the ability to carry out arithmetic calculations on fractions.
Teaching notes:
A fraction is a number of the form x/y where x and y are whole numbers, and y cannot be zero.
Agenda:
The teacher will direct learners in reviewing whole numbers (Davis, n. d). The teacher will also request a volunteer to give examples of whole numbers. The use of coloured nuts will occur right away.
Formative evaluation:
The teacher will jog the students’ memory on multiples of numbers and the use of basic multiplication tables.
Academic Language:
Key vocabulary:
Fractions
Function:
Students will demonstrate their skills in using the provided resources to perform calculations on fractions.
Form:
The teacher will provide questions, which learners will answer.
Instructional Material and Technology:
Coloured nuts (quantity given according to the sizes of group)
Baggies (sufficient for every student)
Calculators
Notepad Paper
Pencils

Grouping:
Grades 6
II. TEACHING InstructionS
A. The Beginning
Prior knowledge connection:
The lesson is a continuation of students’ knowledge of basic multiplication tables. Thus, learners...