Inquiry & CMP Research

Inquiry
Inquiry-based learning is very student-centered.  The teacher does not give answer, the teacher guides and asks questions.  Inquiry-based learning draws on student's prior knowledge and it allows students to construct their own meaning.  It also involves sharing of knowledge and reflection.
CMP Research
Connected Mathematics Project (CMP) is about relating math to student's live.  It's about practical, logical application and practice.  In CMP the teacher instructs and models proper techniques in such a way to "launch" students. The teacher does not give answers, but instead guides students towards answers.  Next, students explore problems collaboratively, and finally the class shares and discusses. While the launching seems to be on the edge of traditional, CMP is primarily inquiry-based.

Closure and Anticipatory Set

Anticipatory Set
The anticipatory set is the introduction of the lesson.  The purpose of the anticipatory set is to get students focused on the upcoming lesson.  It can help activate prior knowledge, and it can get students excited. The anticipatory set should align with the previous lesson.  It should give students an idea of what they will be learning, and it should provide purpose for that learning.

Closure
The closure is the conclusion.  It involves reflection and evaluation.  It helps pull everything together.  IT reinforces the main ideas and purpose of the lesson.  Both the students and teachers should ask: What did we do today? Did we meet our objectives?  What will we do next?


Valuable Resources
http://k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm
http://www.nancyanddave.com/Motivation.html
http://k6educators.about.com/od/lessonplanheadquarters/g/closure.htm
http://forums.atozteacherstuff.com/showthread.php?t=29266

Practicum: Sharing a Lesson

Fractions are Part of a Whole

Grade Level: 6

Unit: Fractions

Date: 3

Time: 45 minutes

Objectives

• SWBAT define the following: numerator, denominator, fraction
• SWBAT create a graphic organizer that contains strategies that will help them solve arithmetic problems that involve fractions

Prior Knowledge

• Students must already have had experience with number lines.
• Students should have made a Math Burrito Book (BB) the pervious day. A BB is a handmade journal that students take notes in. The BB will have labeled sections which the teacher and students may refer to:

-Cover: define fractions, name

-Vocabulary (1 page)

-Mixed numbers and Improper Fractions Recipe (1 page)

-GCF and LCD (2 pages)

-Adding and Subtracting (2 pages)

-Multiply (1 page)

-Divide (1 page)

-Questions I still have (1page)

-Aha Moments (1 page)

-Back Cover: fractions in real life

Materials/Resources

Teacher: whiteboard, dry erase markers, document camera, pencils, paper, Pizza Worksheet, optional pizza order script

Students: assembled Burrito Book, Pizza Worksheet, pencil, paper

Lesson

Time	Procedures	Monitor/Assess
Set: Make sure students have Math Burrito Books (BB) on desks. Before class begins ask a student to make a phone ring sound when you give them the signal (a nod, wink, point, etc.) Pass 1 Pizza Worksheet to each student. Wear an apron if you have one available. Give student the Signal. Student makes a phone ringing sound.
5 min	Introduction: Teacher pick up fake phone and pretend you're taking a pizza order. See last page for example script. Write the order on a copy of the Pizza Worksheet on the document camera. Have the order be in fractions (for example ½ pepperoni, ¼ cheese, ¼ pepperoni and olives). Somewhere in the beginning of the order cover the phone and say to class “Are you getting this? You better write it down.” At end of order say, “Okay the pizza will be ready in 3 minutes.” Then tell the students they have 3 minutes to draw the pizza.	Teacher: “Are you getting this? Better write it down.” Walk around and observe students pizza sketches. (similar to 4, & 9)
5 min	Ask for volunteers to come to doc cam and draw one fraction of the pizza on the board. Continue until the order is complete. Ask questions such as: What fraction of the pizza has just pepperoni? What fraction of the pizza has pepperoni anywhere on it? What fraction has mushrooms? Collect Worksheets	Student Volunteers complete pizza order on the document camera. Class answers questions. Collect Worksheets
15 min	I do/We do: What are fractions? (take 3-5 responses). Draw a number line on the whiteboard. Above the fractions write: A FRACTION IS PART OF A WHOLE. Have students write this on front cover of BB. Have class say the definition together. How does this relate to pizza? Where would a fraction go on the number line? Ask for examples of a whole number. Where would fractions go on number line?Draw popsicle sticks and have students come to whiteboard and place fractions on a number line.	“What is a fraction?” Class repeats definition. How does it relate to pizza? (Volunteers) Place fraction on a number line (Popsicle sticks) Write in BB
	How do we say fractions? Draw popsicle sticks and have students give various ways of saying fractions. What are other ways to say this? (ex. One half, one over two, one divided by two).	Can somebody please say this fraction? (Draw Popsicle sticks)
	Does anyone know what a numerator is? Denominator? (call on 2-4 students) “Please write this, with an example, in the vocabulary section of your Burrito Book.” Define numerator and denominator.	Does anyone know what a numerator is? Denominator? (Volunteers) Write in BB
10 min	You do: I am going to assign each table group a vocabulary word. I want each table group to then come up with a nonverbal way of defining that word. It cannot include words or numbers. What are examples of nonverbal ways to define vocabulary? Can someone please summarize the directions? Assign each table group one of the following: Fraction, numerator, denominator.	Please give examples of nonverbal ways of defining vocabulary. Can someone please summarize the directions? Walk around and observe progress.
10 min	Share nonverbal definitions. Each table group presents their nonverbal definitions.	Sharing/Presenting
Homework: Students will complete a worksheet titled Fractions in my Home. This worksheet asks students to interview their family members and make observations around their home to find out how they use fractions. Students will share their findings next class during warm up.

Reflection

What's next? Adding and Subtracting. Use M&Ms as a warm-up.

What worked?
       The most well-received part of my lesson was my set. As a warm-up, I pretended to take a pizza order over the phone. I had students write down the order, and then I gave students 3 minutes to make (draw) the pizza. It was effective because I was excited about it and sold the concept. It was upbeat and relatable, which made it engaging.

      I also made sure to get the students up and moving. Whenever appropriate I had students come to the board/projector. I had students draw the different parts of the pizza, and write fractions on a number line. Utilizing active participation helped my students stay on-task and focused.   

What would I change?

      I need to spend more time on the number line concept.  I underestimated student's prior knowledge about number lines.  I will need to cover this more in depth during another lesson.

      I also learned that I need to study-up on my vocabulary. I want to make sure I give my students the most accurate and clear definitions possible. I will conduct necessary research before each lesson and keep that information with my lesson plan materials for reference.   

Adaptations/Modifications

ESOL When walking around and observing students, check on this student at least twice. Student is seated by his classmate/friend who is fluent in both Spanish and English.

TAG The nonverbal group project is open-ended so they may take it to any level

Special Needs ADHD: Assign this student the “ringing” task to help him focus. When walking around and observing students, make sure this student is paying attention and is on task.

Literacy Not applicable to this lesson

Other Not applicable to this lesson

Warm-up Worksheet

Twality Pizza 

I want:

_______Pepperoni

_______Pepperoni & Olives but...

I want ________of that with Mushrooms                                               students draw pizza here

______Pepperoni & Sausage

Phone Script (for teacher):

*RING RING RING*

Hi, Thank you for calling Twality Pizza. Would you like you hear our specials?

We have our Tasty Titan Taco Pizza on special for $9.99. What would you like?

...uh huh, uh huh, uh huh... (cover phone and look at class) Are you getting this down??

(back to phone. slowly) so let me see if I got this... you would like ½ pepperoni, and then ¼ pepperoni and olives.... BUT you want ½ of that with mushrooms. And then the last quarter should be pepperoni and sausage.

Perfect! We'll have that ready to pick up in 3 minutes! Bye!

Did you get that? 3 minutes to get that pizza made!