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M5 - U4 - A1 Scaffolding (Ryan Brown's 6th Grade Mathematics Class…
M5 - U4 - A1 Scaffolding
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Dividing a fraction by a whole number results in a quotient smaller than the divisor or dividend, because a part is being separated into smaller, equal portions.
Objective: ...be able to show visually what happens to a fraction when they divide by a whole number.
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Dividing a whole number by a fraction results in a quotient greater than the divisor, because the whole number is being partitioned into many more pieces.
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Dividing a fraction by a fraction involves partitioning a part into different-size portions, with a quotient dependent on the size of the divisor and the dividend.
Objective:
be able to create word problems for their peers to solve with manipulatives, diagrams, or word problems.
Covered in lesson 1, 3, 4, 5 and part of the scaffolding in partner work.
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Division can be represented using multiple formats (manipulatives, diagrams, real-life situations, equations).
Objective;
...be able to interpret, understand, and decipher word problems and put them in their correct equations
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Standard -
A. Apply and extend previous understanding of
multiplication and division to divide fractions by
fractions.
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Reconnecting to Previous Knowledge/Key words - Opening lesson will revolve around a sample word problem that would be a realistic situation that one of the students did in class or I did with them. I will then ask the class what they recall about this material from last year and see how far we can get. Rebuilding this knowledge is essential to be able to gauge how difficult of material I can present them and offer them during independent instruction.
This was not picked with any students in mind, but is benefical to all of them as a collective. I might be able to keep the ADHD attention by asking one or two them to participate on the board with the same problem. Key words is always an important part no matter what class, but with the emphasis of 6th grade education on word problems, it is vital that the students can pick out what we are doing and transform the problem to its proper equation.
Preview Video - This is something that I have found has been extremely useful. I supply a link to students for their "weekend homework" and they will watch the material prior to our first class. In this case, it would be this video. It is important for the whole class to do this, but even more important for my Sensory Deprivation student who will be able to get a head start on the content. This will be helpful for digging up previous knowledge and give me a further base on Monday.
Models and Visual Aids- Working with that original problem, I will supply a visual depiction of the shape or fraction/whole number on the board. Some of my students say this helps them and others think it makes it more complicated, but I think for my ADHD students in particular, it really helps break up the speaking and instruction of myself and offers a differentiated learning type.
Modeling/Step-Instruction- I will then move along with students watching how I want them to solve the problem. I will ask exceeding expectation students to offer input on what my next step might be. I will be building a step-by-step instruction for the students to follow on the side of the board and how I would like them to answer the problems. This is of the upmost important for my ADHD students and help them stay on task and a checklist that they can follow. This is also very vital for my below and approaching expectations students. It gives them a base upon which to build their knowledge and experience.
Partner Work- The last scaffold I would have in place before letting them break off into independent work would be partnering with one another. I might make the partners or let them try (sometimes they don't pick beneficial partners). This would put the exceeding expectations students in a position to teach their peers or students who might be lower them. I also would let the students create word problems for other groups using maybe a visual model for the class to take them to a higher level on Bloom's Taxonomy and challenge one another. Once they finished, I would let them break off and finish a few problems of individual work.
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These big ideas and objectives are covered in 5 class periods of 75 minutes. The scaffolding is focused on the opening lesson and will be repeated as lessons get progressively harder.