The 3 R's of Common Denominators (Reading)

Kathleen Long

Description

The purpose of this lesson is for the teacher to introduce common math terms that are relevant to determining the common denominator for two or more fractions. This is a lead in to Math Part 2 of this lesson.

Objectives

The student demonstrates consistent and effective use of interpersonal and academic vocabularies in reading, writing, listening, and speaking.

The student uses strategies to clarify meaning, such as rereading, note taking, summarizing, outlining, and writing a grade level-appropriate report.

-Dry erase board
-Markers
-Paper
-Pencils
-3x5 cards
-Tape

Preparations

1. First, list the 18 key words on the dry erase board before the students begin the lesson.
2. Second, have the 3x5 cards already prepared with the key word on one side and one of the letters on the other side so that eventually COMMON DENOMINATOR will be spelled out.
3. Third, prepare a student worksheet with the 18 terms and definitions that will be a follow up after the lesson. Students must make 80% or better for mastery.

Procedures

1. Gain the students' attention by asking -What do you think the 3 R's of Common Denominators could be about?-

2. List the 18 most commonly used math terms related to common denominators.
1. common denominator
2. cross multiply
3. denominator
4. equal
5. fraction
6. improper fraction
7. less than
8. lowest common denominator
9. mixed fraction
10. multiple
11. multiply
12. numerator
13. reduce
14. sum
15. the difference
16. the same as
17. times
18. total

3. Next , introduce and pronounce each of the key terms to the students.
4. Then, define the key terms together , writing on the board the correct definitions allowing for student participation.
5. Once all of the terms have been correctly defined on the board, have the students copy the terms and definitions onto their papers.
6. Allow the students to review the terms for 10 minutes individually.
7.Have the students put away their study sheets and erase the definitions on the board.
8. Next, pass out one 3x5 card to each student. Each card will have a math term on one side and a letter on the other side.
9. As each student defines correctly the term that he/she has on the 3x5 card, he/she will then place the card with the letter showing on the board.
10. Once all 18 terms are correctly defined (one of the cards will be the space card between the words COMMON DENOMINATOR) and all cards are placed on the board, then the entire group must unscramble the letters on the board to make up the two words: COMMON DENOMINATOR
11.Finally, the students will complete the teacher-made worksheet with terms and definitions of the 18 terms and must make 80% or above for mastery.
12. Now, the students are ready to move on to The Three R's of Common Denominators-Math Part 2.

Assessments

Because this is merely an introduction of the 18 math terms,
and the students are just getting acquainted with the definitions, the assessment will be very basic. Following the unscrambling of the words COMMON DENOMINATOR, the teacher and students will go down the list of 18 terms and review the definitions. Then, the students will be asked to complete a worksheet that will require them to match the math terms to the correct definitions that were established in class. Mastery will be 80% or above. For those students who do not make 80% or above, they will be allowed to go back and correct their errors using their notes and or textbook. Credit will then be given for their corrections as a formative assessment.

Extensions

Part 1-Reading, Part 2-Math, and Part 3-Language
Math Adult Education Frameworks: 11:4-Literacy Level B, 23.5-Literacy Level C
Reading Adult Education Frameworks: 10.1, 10.4-Literacy Level F

These are the Adult Basic Education curriculum frameworks and literacy completion points established by Florida DOE.