The lesson plan that I decided to
work with is one that I adapted to help a student with a Traumatic Brain
injury. This lesson was on the topic of
ordering rational numbers. The objective
of this lesson was to have students learn the definitions of rational numbers,
terminating decimals, and repeating decimals.
They are to express fractions as terminating or repeating decimals, and
they are to order the rational numbers.
The assessment to be done on this lesson was to give each child a mixed
number name tag and have them put themselves in order. This lesson plan is in the very beginning of
the unit. It is defining the terms the
students will use through out the unit and how to characterize them. The teacher will put examples on the board of
the different types of numbers; rational numbers, terminating decimals, and
repeating decimals. The teacher is to
lecture during the class. These are some
of the adaptation what will be done to this lesson in regards to technology
integration.
The standards I chose to pick for
the access group dealt with defining the terms the students would need to get
through the lesson, as well as using technology in a productive way. In order for the students to participate in
the activities later on during the lesson they need to get the basics down,
which means knowing the definitions of the terms. I decided that I would use a smart board in
order to get the definitions across to the students. With the use of a smart board, I can
highlight specific words and make the lecture more interactive for the
students. The students would take notes
on what they hear during the lecture. A
group discussion at the beginning of the lesson would get the students thinking
about the terms rational and irrational.
This will help in their understanding later on.
The second group I labeled
analyze. This group uses the information
from the access group and builds upon it.
I will be posing questions to the students about whether or not a number
is rational or irrational. The students
will have to think about the number I posed and figure out if it is a
terminating or repeating decimal. In
order to do this, students need to know how to convert a fraction into a
decimal or a decimal into a fraction. By
establishing this, the students can put these numbers into categories. Graphic organizers will help students do
this. The use of a pie chart can also
help students visualize what a fraction looks like in comparison to a
whole. To help the students with this
even further I would like to have a jeopardy game. This game would pose questions in regards to
ordering rational numbers as well as converting fractions into decimals and
vice versa. During this game the
students will need to think out loud with their teammates and figure out the
answer to the question together.
This brings me to the third group;
collaborate. This section is all about
the students working together to figure out the answers. Through out the class the students will be
broken up into groups for the game later on.
During this game they will have to collaborate with one another before
they can answer the question they picked for jeopardy. While the students are doing group work
before the game, I will be walking around seeing how the students are doing on
the task. If they need any help, I will
give them a starting point or an idea to mull over and talk about. This requires both student and teacher
participation. The teacher needs to make
sure that the students understand the material, while the students are working
together. If the students are having a
hard time, they too can initiate a conversation with the teacher for help. While in these groups, the students need to articulate
their understanding of rational numbers.
They have to have a strong argument to why they feel that they have the
correct answer. The students need to be
able to argue their points in detail.
They can use their prior knowledge in the lesson to bring forth examples
of ordered rational numbers. They can
also convert each of the numbers given into a fraction or a decimal, the
opposite form that is given. The visual
presentation that is being used is the class assessment. They will have to form a visual
representation of a number line.
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