EDIT 610 Final Project 1

Part I: Original Lesson Plan (Teacher Created Resources, 2023)

Target Audience: Math Grade 5- 8
Objective: Students understand, represent, and apply numbers in the form of fractions.
Standards: 5.NSF.6 Solve real-world problems involving multiplication of a fraction by a
fraction, improper fraction and a mixed number.
Materials and Text:
- Facts and Reminders, “Greater than One”
- Activity Sheet, “Greater than One”
- Answer Key, “Greater than One”
Direct Explicit instruction:
1. Explain to students the definitions of improper fractions and mixed numbers.
2. Provide picture examples of the different types of fractions.
3. Explain how to convert improper fractions to mixed numbers.

Modeling:
*There wasn’t any modeling for this lesson plan. If I had to predict how this would be
modeled, below would be the steps.
1. For each section of the lesson, the teacher will demonstrate how to complete a couple
of problems.
2. The teacher will then let the students try a few problems while walking around
monitoring.

Guided Practice:
*No guided practice given.
1. The students would then try the remaining problems with little to no assistance.
Wrap Up:
1. The teacher would go over the answers and students would complete an error analysis
of their work.

Lesson Materials:
EDIT 610 Final Project 2

Part II: Revised Lesson Plan

Target Audience: Math 5th-8th Grade
Objective:
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 Students will be able to identify a mixed number and improper fraction.

 Students will be able to convert improper fractions and mixed numbers for real-world
applications.
Standards: 5.NSF.6 Solve real-world problems involving multiplication of a fraction by a
fraction, improper fraction and a mixed number.

ISTE (International Society for Technology in Education) Standards:

1.1.c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
1.3.d Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Materials and Text:
- Picture of Pizza slices and pizza boxes
- Fraction’s Nearpod Lesson
- Canva Assignment
Introduction:
1. Ask the students to help determine how many pizza boxes will be needed for 9 slices of
pizza for an 8-piece box.
2. Have students work in pairs to determine a variety of pizza box scenarios.
3. Ask them to come up with solutions if there weren’t enough pizza boxes.
4. Tell them to try and create fractions to determine how much pizza was left.
Direct Explicit instruction:
1. Tell students to take out their Chromebooks and go to their Schoology page for their
online assignments.
2. Explain to students that they will be working through their new lesson online and to
follow the instructions provided.
3. Students will be using Fraction’s Nearpod Lesson to learn new terms, engage in
interactive videos, draw examples, and play a learning game on the topic.
4. Once students are finished they will be working to complete a real-world application
project on Canva.
Modeling:
1. Group students in the classroom next to a peer buddy while they complete the Nearpod
Lesson.
2. Provide feedback on the drawings students create of the improper fractions and mixed
numbers
3. Pair students with their peer buddy to collaborate on the real-world application Canva
assignment.
Guided Practice:
1. Students will complete the Nearpod lesson.
2. Students will be paired with a peer buddy to complete the real-world application Canva
assignment.
3. Students will post their slides to the Schoology page under the assignment for the day.

Application:
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1. Review the pizza questions at the beginning of the lesson.

2. Break off into online lessons with peer buddy.
3. Break off into application practice with a peer buddy.
4. Post-finished project when finished.

Wrap Up:
1. Review the slides at the end of class for good examples.
2. Follow all IEP and 504 accommodations for the Nearpod lesson and the Canva
Assignment.

Lesson Materials:
 Paper Pizza slices and boxes
 Nearpod Lesson
 Canva Assignment
Before and After

Introduction

In this revamped lesson, I was able to include many types of learners in my math lesson.

This lesson is interactive, engaging, and overall meets the needs of 21st-century learners. This

lesson is a great introductory lesson to the complex topic of fractions. This lesson would take

about 2 days to complete with one being designated for learning and the other being for applying

those new skills to real-world scenarios.

Technology Decisions

Throughout this lesson, technology has been added. Students can complete their lesson

completely online and at their own pace aside from the introduction with the pizza slices. The

Nearpod lesson allows students to review the terms, watch the interactive videos, apply their

skills, as well as play a game for immediate feedback. The other application part of the lesson

takes place through Canva where students can design a poster or create a video that explains a

real-world connection to a fractions problem.

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The Nearpod Fractions lesson is by far more engaging than the original lesson for many

reasons. The lesson itself is shortened and kept to minimum of words per slide. The videos have

multiple choice questions for students to remain engaged in the video. They were also trimmed

to limit the amount of time a learner is spent on one part. There is also a place where students

can draw 2 responses to apply what they have learned. The last slide is linked to a game that will

provide immediate feedback if they are converting fractions correctly.

The Canva assignment is for students to express themselves creatively as well as apply

their skills to a real-world setting. This part of the activity covers the technology standards for

solving real-world issues. The lesson before only contained an activity sheet for students to

complete without any complex thinking.

Diverse Needs of Learners

In my classroom, I typically have a broad range of learners. I will have many students

with IEPs, 504s, diverse backgrounds, and linguistically diverse. This lesson was designed with

that in mind. I strived to keep the lesson engaging with interactive videos to keep the attention of

students with attention disorders. I also tried to include creative outlooks for students to

showcase their knowledge with different options to be more inclusive. The lesson terms being

posted online give the students additional help that needs to interpret what is being asked or said

(Gustafson, K.L., et al 2002). To check on students, I have paired them with a peer buddy for

extra support. I have also created a spot to check on the responses of the learners to make sure

the lesson is going well.

Targeted Digital Citizenship

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Within this lesson, there are two components that deal with targeted digital citizenship.

One of them has to do with seeking immediate feedback online. There are a couple of ways this

was done, by making the videos interactive with questions and also with the game on the last

slide. This allows students to make those adjustments during the lesson rather than wait around

for those corrections later.

For the other component, I had the students create and solve their own fractions problems

they would need to solve. They would need to come up with solutions through exploration online

or on their own.

Conclusion

The lesson redesign can meet the needs of a diverse group of learners while being

delivered at their own pace. This lesson offers direct instruction through videos as well as

provides immediate feedback to students. The original lesson was simple written instructions and

a worksheet. This lesson also covers ISTE standards as well as content standards.

Part III: Assessment Plan

Target Audience: This plan is for math students from 5th-8th grade.
Activity ISTE SC Standard Lesson Objective Assessment Format of
Standard (s) Type Assessment
Nearpod 1.1.c 5.NSF.6  Students Formative Students
Lesson Students Solve real- will be able Assessment will be
use world to identify a checked off
technology problems mixed if they have
to seek involving number and completed
feedback multiplication improper the lesson
that informs of a fraction fraction. to its
and by a fraction,  Students entirety
improves improper will be able with little to
their fraction and a to convert no
practice and mixed improper difficulty.
to number. fractions
demonstrate and mixed
EDIT 610 Final Project 7

their numbers for

learning in real-world
a variety of applications.
ways.

Canva 1.3.d 5.NSF.6  Students Summative Students

Assignment Students Solve real- will be able will be
build world to identify a assessed on
knowledge problems mixed their ability
by actively involving number and to produce
exploring multiplication improper examples of
real-world of a fraction fraction. real-world
issues and by a fraction,  Students fraction
problems, improper will be able problems as
developing fraction and a to convert well as their
ideas and mixed improper ability to
theories, number. fractions find
and and mixed appropriate
pursuing numbers for solutions.
answers and real-world
solutions. applications.

Content Standard ISTE Standards Group Dynamics

3 pts – Student is able to 3 pts – Student is able to 3 pts – Student works well
identify and convert fractions explore real-world problems with peer buddy to
to and from improper and find solutions as well as collaborate on Nearpod
fractions and mixed numbers seek feedback that informs lesson and/or the Canva
fluently. their knowledge. Activity.
2 pts – Student is able to 2 pts – Student is mostly able 2 pts – Student works well
identify and convert fractions to explore real-world with peer buddy to
to and from improper problems and find solutions collaborate on Nearpod
fractions and mixed numbers as well as seek feedback that lesson and/or the Canva
with few mistakes. informs their knowledge. Activity with little difficulty.
1 pts – Student is able to 1 pts – Student is able to 1 pts – Student works with
identify and convert fractions explore real-world problems peer buddy to collaborate on
to and from improper and find solutions as well as Nearpod lesson and/or the
fractions and mixed numbers seek feedback that informs Canva Activity with a lot of
with many errors. their knowledge with a lot of difficulty.
assistance.
0 pts – Student is not able to 0 pts – Student is not able to 0 pts – Student does not work
identify and convert fractions explore real-world problems well with peer buddy to
to and from improper and find solutions as well as collaborate on Nearpod
fractions and mixed numbers. seek feedback that informs lesson and/or the Canva
their knowledge. Activity.
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References
Gustafson, K.L. & Branch, R. M. (2002). Survey of instructional development models. (4th ed.).

Syracuse, NY: ERIC Clearinghouse on Information and Technology, Syracuse

University.

Teacher Created Resources. (2023). Improper Fractions. Teacher Created Resources.

https://www.teachercreated.com/lessons/175