Project presentation equivalent fractions
- 1. CLIL LESSON PROJECT EQUIVALENT FRACTIONS
- 2. CLIL LESSON PROJECT TEACHER'S NAME: Joan Villarroya Bustos Title of the lesson: EQUIVALENT FRACTIONS Date: Tuesday, 27th January Unit of study: FRACTIONS Level and group: 6th level – Group B Number of children: 20 pupils
- 3. CLIL LESSON PROJECT INTRODUCTION The equivalent fractions project was chosen from an initial resource found in the Internet. I thought it could be interesting to be worked in English. My purpose was to include all the issues learned in Anderson & Krathwohl taxonomy, and I think this aim was achieved.
- 4. CLIL LESSON PROJECT The activities go from a short and theorical introduction of the Maths content till an assessment test. But the development of the unit is made up of a great amount of hands-on and manipulative activities where children learn through analysing, applying or creating. About the language there is a language for learning that was already planned, but I noticed the importance of predicting the language through learning and the language from learning.
- 5. CLIL LESSON PROJECT I chose this class-group because I'm not their English teacher, so this way I avoided to do the same class in other groups (A and C). The classroom lay out is by corners, so the main part of the lesson is collaborative and children predict, report and compare in groups. The communication should be basic. Maths contents are priority, but the activities lead important language contents, too. I HOPE YOU LIKE IT!
- 6. CLIL LESSON PROJECT THE LESSON PLAN ● Background Information: The class group has not got pupils with special needs. They studied the content of fractions in the last school year and they start this course the fractions with this lesson. Competencies involved: Lear ning to lear n: creating their own knowledge from manupilatives Linguistic and audiovisual communicative: using ICT for learning and communicate their learning and ideas, from the language for and through learning. Mathematic: discovering and analyzing introduced contents. Lear ning objectives: 1. To identify equivalent and non equivalent fractions. 2. To explain if two fractions are equivalent by saying “They are equivalent” or “They are not equivalent”. 3. To understand and express the reasons why two fractions are equivalent. 4. To create equivalent fractions from one initial fraction, manipulatively or in a “Maths” worksheet. 5. To say fractions correctly using cardinals for numerators and ordinals for denominators.
- 7. CLIL LESSON PROJECT A ssessment: -Identify equivalent fractions -Explain if two fractions are equivalent and why -Create equivalent fractions -Call fractions correctly
- 9. CLIL LESSON PROJECT ICT RESOURCES ● http://www.youtube.com/watch?v=j7WhRMvlQwo ● http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/ ● http://www.mathsisfun.com/equivalent_fractions.html ● http://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_
- 10. CLIL LESSON PROJECT LESSON DEVELOPMENT Activity 1 ● ● ● ● ● Explanation about numerator (top) and denominator (bottom) Explanation about how to call the fractions Explanation about what and why are equivalent fractions Introduction of the language content on the blackboard Photo in the next slide
- 12. CLIL LESSON PROJECT ● Activity 1.1.: -The fractions song -10 m. -Read and listen to the song to learn to call fractions. -Whole group -Skills: LR -Digital board http://www.youtube.com/watch?v=j7WhRMvlQwo
- 13. CLIL LESSON PROJECT ACTIVITY 2 (5 corners) 5-10 minutes per corner Create shapes that repr esent fractions Lego blocks Ss-Ss and Ss-T SL -Children build structur es that ar e r epr esented by equivalent fractions and they explain why they ar e.
- 14. CLIL LESSON PROJECT -Fold and r e-fold a paper with a colour ed ar ea (1/4) One paper with ¼ shaded Ss-T SL -Pupils have got a paper wher e ¼ is shaded. They fold it as they want and explain what fr action r epr esents the shaded ar eas now. They ar e equivalent .
- 15. CLIL LESSON PROJECT -Colour the same part of equal circles divided differ ent. 4 circles with the same size but Ss-T SL -Use crayons to color the given birthday cakes so that one-half of each cake is chocolate, one-four th vanilla, and one-four th strawberry. They do the same in all the circles (8, 12 and 16 pieces) and notice equivalent fractions
- 16. CLIL LESSON PROJECT - A pizza story The pizza stor y Ss-Ss RWSL -They read a stor y about equivalent fr actions and they ex plain Who is cor r ect, Zeb or Niko?
- 17. CLIL LESSON PROJECT -Fr action str ips Fr action str ips wor ksheet S-S and Ss-T SL -They obser ve the fr actions str ips sheet and expr ess differ ent equivalent fr actions.
- 18. CLIL LESSON PROJECT A CTIVITY 3 -The legend of Dick and Dom S-T On-line interactive game Digital board LRS They play an interactive game where they watch a story and solve the problems that appear about equivalent fractions. This game didn't go, so we changed it by another on-line activity http://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_fractions/play/
- 19. CLIL LESSON PROJECT EXTRA ACTIVITY EXCHANGED BY THE LAST ONE DRAG AND DROP THE FRACTIONS http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm
- 20. CLIL LESSON PROJECT ● Activity 4 -A nswer the questions (A ssessment activity of the lesson) -They do a test in an individual grid wher e they tick the right answer. When the activity is finished they’ll correct their own sheet by checking the answers in the digital board and they express why fractions are equivalent. S-T RWSL Final test with 10 questions Digital board Char t for the answers http://www.mathsisfun.com/equivalent_fractions.html
- 21. CLIL LESSON PROJECT R E F L E C T IN G O N M Y P R O JE C T O F E Q U IV A L E N T F R A C T IO N S F irs t o f a ll, I w o u ld lik e to m e n tio n th a t in m y o p in io n th e p e rfo rm a n c e o f th e p ro je c t w a s s u c c e s s fu l b e c a u s e a ll th e p u p ils s h o w e d m o tiv a te d a n d th e y le a rn th e s u b je c t a n d th e la n g u a g e c o n te n ts o f th e w o rk e d le s s o n . S o th e d id a c tic a im s w e re a c h ie v e d . T h e p e rfo rm a n c e o f a n y le s s o n n e v e r is e x a c tly e q u iv a le n t (u s in g w o rd s o f th e u n it a s a jo k e ) a s y o u h a d im a g in e d , b u t it d o e s n ’t m e a n th a t it’s a n e g a tiv e is s u e . I h a d p la n n e d th e le s s o n fo r o n e h o u r a n d a h a lf, b u t it to o k m o re tim e . N o p ro b le m fo r th is b e c a u s e th e tu to r o f th e g ro u p h a d le t m e to s p e n d a ll th e w is h e d tim e .
- 22. CLIL LESSON PROJECT In th e c la s s ro o m th e re w e re tw o m o re te a c h e rs ; th e y w e re th e tu to r a n d o n e te a c h e r in p ra c tic e s o f u n iv e rs ity . It w a s g re a t b e c a u s e in th e c o rn e rs a c tiv itie s th e a tte n tio n to th e p u p ils w a s h ig h e r. It’s e a s y to p la n in a C L IL le s s o n th e la n g u a g e fo r le a rn in g , b u t it m o re d iffic u lt to m a n a g e th e c o m m u n ic a tio n b e tw e e n p u p ils a n d th e la n g u a g e th ro u g h le a rn in g . T h e w o rd th a t a p p e a re d in s o m e p re s e n ta tio n s o f M o d u le 5 w a s re a lly rig h t: S c h a ffo ld in g . It’s a v e ry im p o rta n t is s u e fo r m a n a g in g th e le s s o n d e v e lo p m e n t a n d p u p ils ’ le a rn in g .
- 23. CLIL LESSON PROJECT U s in g n e w te c h n o lo g ie s s o m e tim e s is a ris k b e c a u s e a t th e e n d y o u d e p e n d o n th e m , o f th e m a c h in e s . T h e re w a s o n e a c tiv ity th a t w e c o u ld n ’t d o d u rin g th e le s s o n p e rfo rm a n c e b e c a u s e it d id n ’t g o . I h a d p re p a re d o n e e x tra a c tiv ity in o rd e r to s u b s titu te it if it h a p p e n e d , s o I n o tic e d th a t it h a d b e e n a g re a t id e a th e e x tra a c tiv ity w ith th e d ig ita l b o a rd , to o . In c o n lc u s io n it w a s a n o rm a l le s s o n w e re p u p ils s h o w e d m o tiv a te d a n d le a rn e d a lo t b e c a u s e a c tiv itie s w e re m a in ly h a n d s o n a n d m a n ip u la tiv e s . I’ m s a tis fie d w ith it. M y p ro je c t p re s e n ta tio n w ill b e th ro u g h a v id e o o f y o u tu b e , if it is p o s s ib le a n d if I g e t y o u r p e rm is s o n . T h a n k s .
- 24. CLIL LESSON PROJECT If you click on the next link you can watch the video of the lesson http://www.youtube.com/watch?v=rg7TJPWTxJQ